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The Effects Of Portfolio Assessment On Student Achievement And Anxiety In An Eighth Grade Mathematics Classroom
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Book Synopsis The Effects of Portfolio Assessment on Student Achievement and Anxiety in an Eighth Grade Mathematics Classroom by : Michael F. Myers
Download or read book The Effects of Portfolio Assessment on Student Achievement and Anxiety in an Eighth Grade Mathematics Classroom written by Michael F. Myers and published by . This book was released on 1996 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Portfolio Assessment on Student Achievement and Individual Perceptions of Math Ability in a Second Grade Classroom by : Jacinta Johnson
Download or read book The Effects of Portfolio Assessment on Student Achievement and Individual Perceptions of Math Ability in a Second Grade Classroom written by Jacinta Johnson and published by . This book was released on 1998 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Effect of Digital Portfolio Assessment on Mathematics Attitudes and Self-perceptions of Sixth-through Eighth-grade Students by : Betty Gulin Reynolds
Download or read book Effect of Digital Portfolio Assessment on Mathematics Attitudes and Self-perceptions of Sixth-through Eighth-grade Students written by Betty Gulin Reynolds and published by . This book was released on 2010 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Can Portfolios Assess Student Performance and Influence Instruction? by :
Download or read book Can Portfolios Assess Student Performance and Influence Instruction? written by and published by . This book was released on 1993 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 748 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Classroom Ability Grouping on Eighth-grade Student Achievement in Mathematics by : Wendell Arthur Meeks
Download or read book The Effects of Classroom Ability Grouping on Eighth-grade Student Achievement in Mathematics written by Wendell Arthur Meeks and published by . This book was released on 1993 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Journal Writing on Student Achievement in an Eighth Grade Mathematics Classroom by : Nicole R. Clark
Download or read book The Effects of Journal Writing on Student Achievement in an Eighth Grade Mathematics Classroom written by Nicole R. Clark and published by . This book was released on 2004 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effect of Performance-based Assessment on Eighth Grade Students Mathematics Achievement by : Jinghua Liu
Download or read book The Effect of Performance-based Assessment on Eighth Grade Students Mathematics Achievement written by Jinghua Liu and published by . This book was released on 2000 with total page 416 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated the effects of performance-based assessments on eighth-grade students' mathematical achievements and attitudes, compares to the effects of multiple-choice tests. The research questions were explored by administering two different sets of mathematical assessments to two groups: One group used a set of multiple-choice tests as intervening tests, and the other group used performance-based assessments as intervening tests. After completing all of the intervening tests, both of the groups took the same post-test. The data analysis indicated that the group using performance-based assessments as intervening assessments had significantly higher scores than group using multiple-choice tests as intervening tests on the post-test. The students' attitudes toward mathematics did not significantly differ by group. However, closer examination of the raw data suggested a positive relationship between the use of performance-based assessments and increased levels of students' attitudes, interests and motivations toward mathematics.
Book Synopsis The Relationship Between Math Anxiety, Math Self-efficacy, and Achievement Among a Sample of Eighth Grade Students by : Eric W. Hafner
Download or read book The Relationship Between Math Anxiety, Math Self-efficacy, and Achievement Among a Sample of Eighth Grade Students written by Eric W. Hafner and published by . This book was released on 2008 with total page 82 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the mediating role that math self-efficacy plays in the relationship between math anxiety and achievement among eighth grade students. Understanding the impact of self-efficacy on school motivation during adolescence is important because a decline in academic self-efficacy often begins during middle school. According to social cognitive theory, both math self-efficacy and math anxiety are variables that are associated with student performance. A correlational design was utilized in order to examine these relationships. Two self-reports were administered to the students in order to quantify levels of math anxiety and math self-efficacy. The students' most current grades in the subject of math were also incorporated into this study as the criterion variable. Results demonstrated that all three variables were significantly correlated and in the expected directions. Regression analyses revealed that although math anxiety was a significant predictor of achievement, math self-efficacy mediated the relationship between math anxiety and achievement. These results are consistent with those hypothesized by social cognitive theory. Despite the fact that mandated standardized testing is increasing in our schools, the primary implication of this study is that students' cognitions about their abilities in math are more important than their emotions or feelings about the subject of math. It is hoped that the results will help educators identify those students who may need additional assistance in order to become self-sufficient learners and confident in their abilities. Educators can also benefit by becoming aware of these other factors that can inhibit student learning.
Book Synopsis Writing Portfolios in the Classroom by : Robert Calfee
Download or read book Writing Portfolios in the Classroom written by Robert Calfee and published by Routledge. This book was released on 2012-10-12 with total page 403 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume presents chapters by researchers, practitioners, and policymakers who study the impact of classroom portfolios in the assessment of writing achievement by elementary and middle grade students. The focus throughout the volume is on the tension between classroom assessment and externally mandated testing. It presents the efforts of researchers, practitioners, and policymakers to understand the impact of classroom portfolios for the assessment of writing achievement by elementary and middle grade students. Under the auspices of the Center for the Study of Writing, the editors conducted a national survey of exemplary portfolio projects, arranged for a series of "video visits," and held several working conferences. The result of this work is a broad-ranging tale: the aspirations of teachers and administrators to move the machinery of schooling in the direction of more authentic and engaging tasks, the puzzlement of students when they realize that the assignments are real and that the teacher may not have a "right answer" in mind, and the tensions between ivory-tower ideas and everyday classroom practice. Divided into four sections, this research volume: * provides a historical perspective, develops the conceptual framework that serves as a background for many activities described throughout, and discusses numerous practical issues that confront today's researchers and practitioners; * views the phenomenon of writing portfolios through a variety of broadview lenses such as teacher enthusiasm, student reflection, assessment tension, the portfolio as metaphor, and the locus of control; * conveys important conceptual issues with a balance toward pragmatics; and * offers unique insights from the perspective of one individual who serves as scholar, researcher, and teacher.
Book Synopsis American Doctoral Dissertations by :
Download or read book American Doctoral Dissertations written by and published by . This book was released on 1998 with total page 784 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Journal Writing on Student Achievements in an Eighth Grade Mathematics Classroom by : Demetrice A. Jennings
Download or read book The Effects of Journal Writing on Student Achievements in an Eighth Grade Mathematics Classroom written by Demetrice A. Jennings and published by . This book was released on 2002 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Growth Mindset in the Mathematics Classroom by : Cassie Marie Duke Brzozowski
Download or read book Growth Mindset in the Mathematics Classroom written by Cassie Marie Duke Brzozowski and published by . This book was released on 2018 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this research was to determine the effects of a growth mindset in the Mathematics classroom. The focus of the study was to determine if there was a significant difference in test scores on the curriculum-based post assessments for each unit in the eighth-grade mathematics curriculum. The participants in the study were eighth grade math students in Southington, Connecticut. The control group consisted of sixty-eight students from the 2015-2016 academic year. The treatment group consisted of seventy-one students from the 2016-2017 academic year. The students in the treatment group were introduced to a growth mindset with a presentation. To train their minds and get the students in true growth mindset form, students created small goals for achievement. In addition, students were praised for their efforts. They were taught to focus on the importance of learning as a process. When in cooperative learning groups, students were given roles to change their mindset about their individual abilities in math. These methods were based on Finely's article on how to encourage a growth mindset (2014). Minitab was used to analyze the data to determine if there was a significant difference between the treatment and control groups on the curriculum-based unit assessments in mathematics. Within the control group, a two-sample t-test was used to determine if there was a significant difference between male and female students. The results found significant differences on the Inequalities, Volume and Functions post assessments. The treatment group only scored significantly higher on the Inequalities post assessment. The control group scored significantly higher on the Volume and Functions post assessments. All the other post assessments showed no significant difference even when outliers were removed from the data. Two-sample t-tests were also able to determine there was no significant difference in the treatment group between male and female students. This study was not able to determine if a growth mindset had an effect in the eighth-grade mathematics classroom. There were many limitations that could have contributed to the lack of evidence. One being the demographics of the students and the age group. A growth mindset could have had a greater effect in a more diverse district, different grade or subject. Further research should explore these different aspects of participants. Researchers should also explore students with different socioeconomic statuses. In addition, effects on other subjects and grades should be explored to determine the effects of a growth mindset in all classrooms.
Book Synopsis Student and Teacher Response to Formative Assessment Feedback in Eighth-grade Mathematics by : Desiree Dawn Rones
Download or read book Student and Teacher Response to Formative Assessment Feedback in Eighth-grade Mathematics written by Desiree Dawn Rones and published by . This book was released on 2019 with total page 131 pages. Available in PDF, EPUB and Kindle. Book excerpt: Formative assessment is a tool for learning that virtually every educator uses in the classroom to some extent. While teachers may be motivated to use formative assessment for a variety of reasons, its intended purpose is to be a tool for both teachers and students for teaching and learning, respectively. However, many teachers, even those with the best intentions, misunderstand and misuse formative assessment, and may cause more harm than good in the way that it is implemented in the classroom. Three critical factors for student success in learning are mindset, goal orientation, and autonomy. Research has shown that students with growth mindset, mastery goal orientation, and high levels of perceived autonomy are more resilient, independent, and empowered learners. The purpose of this study is to investigate the relationship between mindset goal orientation, and autonomy and formative assessment feedback. More specifically, this research describes the effects of students selecting interventions immediately after receiving formative assessment feedback to be implemented in the classroom by the teacher-researcher, using the design research methodology.
Book Synopsis The Effect of Achievement and Mindset Measures on Mathematics Anxiety of Middle School Students by : Kathleen Marie Hobson
Download or read book The Effect of Achievement and Mindset Measures on Mathematics Anxiety of Middle School Students written by Kathleen Marie Hobson and published by . This book was released on 2019 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt: Middle school students with mathematics anxiety often struggle with math achievement, self-confidence, and behavior problems like avoidance and defiance. Not only can these students struggle in math class, but many continue to struggle with these problems into adulthood. This study reviews the connections between math anxiety, achievement, mindset, motivation and students' perception of their parents' involvement. To collect data, student math scores from the Smarter Balanced Assessment Consortium (SBAC) were gathered and a survey was conducted with sixth through eight grade students about math anxiety, mindset, motivation and parental involvement. Then, correlations were calculated to discover whether there was a relationship between math anxiety and each of the other factors. It was found that all of the factors had a statistically significant relationship with math anxiety. The negative correlation between achievement and math anxiety was found to be consistent with past studies, while other results were consistent with the hypotheses based on the research. The results of this study have important implications for middle school teachers. Teachers who learn to identify students struggling with high levels of math anxiety early will be able to help students cope with how the anxiety manifests in the classroom and how to manage their behavior in appropriate ways.
Book Synopsis The Effects of Computer Assisted Classroom Management on the Achievement and Attitudes of Eighth Grade Mathematics Students by : Phelps Wallace Wilkins
Download or read book The Effects of Computer Assisted Classroom Management on the Achievement and Attitudes of Eighth Grade Mathematics Students written by Phelps Wallace Wilkins and published by . This book was released on 1975 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Understanding Student Motivation and Affect in Middle School Mathematics Classrooms by : Rahila M. Simzar
Download or read book Understanding Student Motivation and Affect in Middle School Mathematics Classrooms written by Rahila M. Simzar and published by . This book was released on 2016 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt: Math course placement is a source of continued discrepancy in the United States. Over the past few decades policy initiatives have catalyzed revisions on how and when students are placed into their first Algebra course. Concerns over equity in access and the national goal of fostering a competent STEM workforce have motivated efforts to place more students into Algebra earlier. Students who are not selected into Algebra by the eighth grade, for example, face a blocked pathway to advanced math learning among other outcomes. Thus, efforts have predominantly focused on increasing Algebra course placement in eighth grade, a developmentally sensitive time that carries weight in shaping adolescent students' beliefs, feelings, and goals for mathematics. While an extensive body of research has taken advantage of changing Algebra course placement policies to examine effects on a variety of student outcomes, research has yet to examine how course placement influences students' motivation for mathematics and general states of affect (achievement emotions) in mathematics classrooms.This dissertation seeks to initiate our understanding of how math course placement relates to students' beliefs and feelings about mathematics by examining student reports of beliefs, goals, and achievement emotions within their mathematics classrooms during middle school. The studies presented here forth aim to make a unique contribution to this literature by examining the relation between middle school math course placement and students' motivation for mathematics and affect in middle school mathematics classrooms---and further, relating changes in each to subsequent mathematics achievement. To my knowledge, these studies are the first to reveal information about Algebra course placement and students' motivation and affect as research to date has examined the effects, influences, and associations of Algebra course placement on student cognitive and achievement outcomes.The first study examines the changes in students' goals, expectancy, and value for mathematics for students placed in eighth grade Algebra relative to peers placed in lower-level courses. This study extends analyses to examine whether the changes in students' beliefs and goals in eighth grade relate to changes in achievement. The second part of this dissertation examines student-centered achievement emotions and affect as it surfaces within math classrooms. Achievement emotions and affect carries a significant contribution to the development of motivation and subsequent learning and experiences. For example, a student's experience will inform anticipated emotions for future engagements, which will have an influence on that students' motivation by affecting the choice of activities that he or she chooses to engage in. In Study 2 I examine changes in students' achievement emotions (specifically, anxiety) and general states of positive or negative affect for students placed in eighth grade Algebra relative to peers placed in lower-level courses. In this study, as well as the third study, positive affect is characterized as students reporting feeling excited, interested, enthusiastic, and/or happy in their mathematics class. Negative affect is characterized by students' reports of feeling irritated, bored, and/or exhausted in their mathematics class. The third study examines the association between students' self-rated achievement emotions and affect and mathematics achievement as measured by a state standardized exam.The three studies in this dissertation aim to make a first contribution in the area of math course placement and adolescent motivation for mathematics by relaying information about how math course placement and changes in beliefs, goals, and affect contributes to the changes in students' motivation for mathematics and achievement. The results will provide policy-relevant information that is specifically needed at this time of nascent course placement policy changes that are occurring in light of the recently adopted Common Core State Standards. As schools revise course placement and course taking trajectories, information about influences on the cultivation of students' beliefs and feelings about mathematics carry meaningful utility in light of goals to prepare all students to succeed in an increasingly competitive global economy.
