Date of Award
5-2022
Document Type
Action Research Project
Degree Name
Master of Arts in Education
Department
Education, Montessori
First Advisor
Amanda Perna
Department/School
Montessori Elementary Education, Mathematics
Abstract
This seven-week study explored the impact of student-self assessment on learning and engagement behaviors of 48 sixth graders during math classes in a public school setting. Data collection tools such as student surveys, pre-and post -self-assessments, observations, reflections, and teacher- student conferencing provided the information to inform the conclusions regarding self-efficacy. Observation confirmed that a student’s participation in using self-evaluation to contribute to their learning affected internal processes such as motivation and engagement. Assessment activities that provided evidence and feedback to inform goals specific to skill development and learner traits yielded significant results. Highly structured assessment tools and classroom routines reduced students' reliance on the teacher to interpret and use individual performance data. The use of formative assessment practices that promoted goal setting, self-assessment and self-determination practices improved engagement and learning behaviors in the classroom.
Recommended Citation
Gardner, Cheri R.. (2022). Impact of Student-Driven Mathematical Assessment on Learning Behaviors in Sixth Grade Students. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/442