Date of Award
12-2021
Document Type
Action Research Project
Degree Name
Master of Arts in Education
Department
Education, Montessori
First Advisor
Irene Bornhorst
Department/School
Elementary Education, Montessori Elementary Education
Abstract
This action research project studied how student-created formative assessments in mathematics would affect student confidence and perceived math ability. Students participated in a four-week study. The researcher conducted this study in September and October of 2021. The seven participating students were from an Upper Elementary classroom in a private Southern California Montessori school. The intervention consisted of a student-constructed survey taken weekly and a group analysis of the anonymized data collected from the said survey. Additional data sources included parent surveys, end-of-intervention student surveys, and classwork observational tally sheets. This study found that students gained further awareness of their work choices by completing the student-constructed formative assessments and reviewing the data. In the future, educators could conduct further research regarding the impact of using student-created formative assessment long-term and with a wider variety of subjects
Recommended Citation
Burgwald, Jessica. (2021). The Effects of Student Constructed Formative Assessment in the Elementary Classroom. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/433