Creator

Kyle Hemje

Advisor

Harding-DeKam, Jennifer L.

Committee Member

Moroye, Christy

Committee Member

Middleton, Valerie

Department

Teacher Education

Institution

University of Northern Colorado

Type of Resources

Text

Place of Publication

Greeley (Colo.)

Publisher

University of Northern Colorado

Date Created

12-1-2014

Genre

Thesis

Extent

153 pages

Digital Origin

Born digital

Description

This study used a convergent, parallel, mixed methods design to examine secondary math students’ perspectives of classroom assessments. Converging both quantitative (student surveys) and qualitative (focus groups and interviews) data strands offered a more complete perspective of what classroom assessment strategy students preferred. Students heavily preferred a strategy named the “Dan Meyer” strategy for both tests and quizzes. Major qualitative themes emerged to support the disparity in views between both classroom assessment strategies found in this study. Since major differences existed between students on the classroom assessment strategies, further research is suggested to examine the views of secondary math students and which classroom assessment strategies help them learn.

Degree type

EdD

Degree Name

Doctoral

Language

English

Local Identifiers

Hemje_unco_0161D_10360

Rights Statement

Copyright is held by author.

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