東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Student and Teacher Response to Form...

Rones, Desiree Dawn.

Linked to FindBook

Google Book

Amazon

博客來

Student and Teacher Response to Formative Assessment Feedback in Eighth-Grade Mathematics: A Design Experiment.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Student and Teacher Response to Formative Assessment Feedback in Eighth-Grade Mathematics: A Design Experiment./
Author:	Rones, Desiree Dawn.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	145 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-12, Section: A.
Contained By:	Dissertations Abstracts International80-12A.
Subject:	Mathematics education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13856648
ISBN:	9781392293300

Student and Teacher Response to Formative Assessment Feedback in Eighth-Grade Mathematics: A Design Experiment.
Rones, Desiree Dawn.

Student and Teacher Response to Formative Assessment Feedback in Eighth-Grade Mathematics: A Design Experiment. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 145 p.

Source: Dissertations Abstracts International, Volume: 80-12, Section: A.

Thesis (Ph.D.)--Northern Illinois University, 2019.

This item must not be added to any third party search indexes.

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.

ISBN: 9781392293300Subjects--Topical Terms:

641129
Mathematics education.
Subjects--Index Terms:

Autonomy

Student and Teacher Response to Formative Assessment Feedback in Eighth-Grade Mathematics: A Design Experiment.
LDR:02533nmm a2200409 4500 001 2266413
005 20200612094442.5
008 220629s2019 ||||||||||||||||| ||eng d
020 $a 9781392293300
035 $a (MiAaPQ)AAI13856648
035 $a (MiAaPQ)niu:13412
035 $a AAI13856648
040 $a MiAaPQ $c MiAaPQ
100 1 $a Rones, Desiree Dawn. $3 3543604
245 1 0 $a Student and Teacher Response to Formative Assessment Feedback in Eighth-Grade Mathematics: A Design Experiment.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2019
300 $a 145 p.
500 $a Source: Dissertations Abstracts International, Volume: 80-12, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Shumow, Lee.
502 $a Thesis (Ph.D.)--Northern Illinois University, 2019.
506 $a This item must not be added to any third party search indexes.
506 $a This item must not be sold to any third party vendors.
520 $a 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.
590 $a School code: 0162.
650 4 $a Mathematics education. $3 641129
650 4 $a Education. $3 516579
650 4 $a Educational psychology. $3 517650
653 $a Autonomy
653 $a Design-research methodology
653 $a Formative assessment
653 $a Goal orientation
653 $a Mindset
690 $a 0280
690 $a 0515
690 $a 0525
710 2 $a Northern Illinois University. $b Leadership, Educational Psychology and Foundations. $3 1678073
773 0 $t Dissertations Abstracts International $g 80-12A.
790 $a 0162
791 $a Ph.D.
792 $a 2019
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13856648