Self Assessment: A Differentiated Approach to Student Engagement in Mathematics

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cityu.schoolAlbright School of Education
cityu.siteSeattle
cityu.site.countryUnited States
dc.contributor.authorHolmstrom, Eric
dc.date.accessioned2018-11-26T23:40:00Z
dc.date.available2018-11-26T23:40:00Z
dc.date.issued2018-06-09
dc.description.abstractThis action research study examined the effectiveness of using self-assessment as a strategy for engaging fifth grade students with emotional or behavioral disabilities. The complexity of these issues combined with multiple layers of understanding math (concepts, procedures, problem-solving, and vocabulary) provide ample reasons to discover a teaching strategy that works. The self-assessment model was implemented during a two-week span where students developed mastery of classifying two-dimensional figures and converting units of measurement. As a daily practice, students recorded their own perceived level of engagement as well as the work they were able to collect. This data was compared to the teachers perceived level of engagement as well as distracting behavior and missing assignments (disengagement).
dc.identifier.urihttp://hdl.handle.net/20.500.11803/749
dc.language.isoen
dc.publisher.institutionCity University of Seattle (CityU)
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.rightsopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.titleSelf Assessment: A Differentiated Approach to Student Engagement in Mathematics
dc.typeAction Research
thesis.degree.disciplineTeaching
thesis.degree.grantorCity University of Seattle
thesis.degree.levelMasters
thesis.degree.nameMaster in Teaching
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