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Kids plus data equals student succes...

Cruz, Heather.

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Kids plus data equals student success! Investigating the use of a Structured Data Portfolio on students' motivation and personal accountability.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Kids plus data equals student success! Investigating the use of a Structured Data Portfolio on students' motivation and personal accountability./
作者:	Cruz, Heather.
面頁冊數:	95 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-05, Section: A, page: 1581.
Contained By:	Dissertation Abstracts International71-05A.
標題:	Education, Middle School. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3407105
ISBN:	9781109743241

Kids plus data equals student success! Investigating the use of a Structured Data Portfolio on students' motivation and personal accountability.
Cruz, Heather.

Kids plus data equals student success! Investigating the use of a Structured Data Portfolio on students' motivation and personal accountability. - 95 p.

Source: Dissertation Abstracts International, Volume: 71-05, Section: A, page: 1581.

Thesis (Ed.D.)--Arizona State University, 2010.

No Child Left Behind mandates that all students will be proficient in reading and mathematics by the year 2014. Teachers and administrators in Arizona have worked tirelessly towards this goal by using State Standards and giving assessments to measure student progress. However, a vital piece of the equation for success has been left out of the puzzle: the students and their voices. While there is a plethora of information about student learning, the importance of feedback on learning, and the importance of setting goals, there is little known about how or if students use grades and feedback to adjust their learning or set learning goals. Because of this, this Researcher worked with the teachers and administrators at Verrado Middle School to create a Structured Data Portfolio (SDP) for students.

ISBN: 9781109743241Subjects--Topical Terms:

1030813
Education, Middle School.

Kids plus data equals student success! Investigating the use of a Structured Data Portfolio on students' motivation and personal accountability.
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500 $a Adviser: Debby Zambo.
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520 $a No Child Left Behind mandates that all students will be proficient in reading and mathematics by the year 2014. Teachers and administrators in Arizona have worked tirelessly towards this goal by using State Standards and giving assessments to measure student progress. However, a vital piece of the equation for success has been left out of the puzzle: the students and their voices. While there is a plethora of information about student learning, the importance of feedback on learning, and the importance of setting goals, there is little known about how or if students use grades and feedback to adjust their learning or set learning goals. Because of this, this Researcher worked with the teachers and administrators at Verrado Middle School to create a Structured Data Portfolio (SDP) for students.
520 $a Using an action Research approach, mixed methods were used to investigate students' perceptions of SDPs on their motivation, personal accountability, feelings towards assessment and goals setting. The SDP was implemented in the sixth grade over the course of eighteen weeks. Data were collected through the use of both quantitative (Likert item survey) and qualitative (open-ended survey questions), a Thought Bubble Exercise and a focus group interview.
520 $a Both quantitative and qualitative analysis of the survey signified a positive response. Students thought SDPs helped their motivation, personal accountability, and feelings about their grades, assessments, and goals. Results from the Thought Bubble Exercise indicated an overall positive view of SDPs with some neutral and some negative thoughts, as well. Focus group interviews supported the results found in the other measures.
520 $a Based on the analysis of all data sources, it is believed that the students in this study perceived SDPs as motivating and helpful especially in terms of personal accountability. Students also felt positive about the goals set in their SDPs. However, there were still some students who felt the SDP did not help them in any way. Findings from this study helped the Researcher understand the importance of listening to students' voices and what works best for them. Based on results from this study, further cycles of action Research are suggested.
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