Date of Degree

2013

Document Type

Master's thesis

Degree Name

MS (Master of Science)

Department

Science Education

First Advisor

Cory Forbes

Abstract

A comparative case study was conducted of two elementary science teachers' enactment of a formative assessment strategy, known as Reflective Assessment. Qualitative analysis of three data sources addressed the two research questions of the differences in enactment of RA and what those differences look like. This study suggests that differences do exist in how teachers implement formative assessment in the enactment of the same science curricula, though further investigation into this is needed.

Pages

vii, 76

Bibliography

74-75

Copyright

Copyright 2013 David R. Pierson