Publication Date

2019

Document Type

Dissertation/Thesis

First Advisor

Shumow, Lee

Degree Name

Ph.D. (Doctor of Philosophy)

Legacy Department

Department of Leadership, Educational Psychology and Foundations

LCSH

Mathematics--Study and teaching; Education; Educational psychology

Abstract

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.

Comments

Committee members: Dawkins, Paul; Dugas, Daryl; Shimizu, Hidetada; Tonks, Stephen.||Advisor: Shumow, Lee.||Includes bibliographical references.

Extent

131 pages

Language

eng

Publisher

Northern Illinois University

Rights Statement

In Copyright

Rights Statement 2

NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.

Media Type

Text

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