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Reflective Assessment, Feedback and ...

Baliram, Nalline.

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Reflective Assessment, Feedback and Academic Achievement in High School Mathematics.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Reflective Assessment, Feedback and Academic Achievement in High School Mathematics./
Author:	Baliram, Nalline.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	115 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-03(E), Section: A.
Contained By:	Dissertation Abstracts International78-03A(E).
Subject:	Educational evaluation. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10157333
ISBN:	9781369123593

Reflective Assessment, Feedback and Academic Achievement in High School Mathematics.
Baliram, Nalline.

Reflective Assessment, Feedback and Academic Achievement in High School Mathematics. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 115 p.

Source: Dissertation Abstracts International, Volume: 78-03(E), Section: A.

Thesis (Ph.D.(Educ.))--Seattle Pacific University, 2016.

The purpose of this study was to determine the effects of metacognitive strategies and content-specific feedback on student achievement in high school mathematics. Participants in the study consisted of a convenience sample of honors geometry students in grades 9 and 10 in a private high school located in Daytona Beach, Florida. Beyond answering the specific research questions raised in the study, an additional aim was to contribute to the growing body of knowledge pertaining to effective ways to use metacognitive instruction and provide effective content-specific feedback to improve student achievement and learning. (Abstract shortened by ProQuest.).

ISBN: 9781369123593Subjects--Topical Terms:

526425
Educational evaluation.

Reflective Assessment, Feedback and Academic Achievement in High School Mathematics.
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245 1 0 $a Reflective Assessment, Feedback and Academic Achievement in High School Mathematics.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2016
300 $a 115 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-03(E), Section: A.
500 $a Adviser: Arthur Ellis.
502 $a Thesis (Ph.D.(Educ.))--Seattle Pacific University, 2016.
520 $a The purpose of this study was to determine the effects of metacognitive strategies and content-specific feedback on student achievement in high school mathematics. Participants in the study consisted of a convenience sample of honors geometry students in grades 9 and 10 in a private high school located in Daytona Beach, Florida. Beyond answering the specific research questions raised in the study, an additional aim was to contribute to the growing body of knowledge pertaining to effective ways to use metacognitive instruction and provide effective content-specific feedback to improve student achievement and learning. (Abstract shortened by ProQuest.).
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10157333