Date of Award
Action Research Project
Master of Arts in Education
Curriculum and Instruction
This study was designed to see the effects of formal formative in-class assessments and student contracts on homework completion and summative assessments. The study took place in a small rural high school in Northeast Minnesota and the participants consisted of three sections of intermediate algebra classes of students from eighth grade through twelfth grade. All three sections used the formative assessments, while one of the sections used student contracts in addition. Data collection included three different surveys taken at different times throughout the study, teacher observations of the study, and results of homework completion and summative assessments. The results of the study showed that a high percentage of the students liked the formative assessments and felt that they were helpful in their homework completion and summative assessments. The student contracts also had a positive effect on homework completion with 100% homework completion in the section that used the student contracts. Both the formative assessments and student contracts will continue to be implemented to keep improving homework completion and summative assessments.
Robertson, Brian. (2013). Effects of In-Class Formative Assessments and Student Contracts on Homework Completion and Summative Assessments. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/21