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.
