DOI

10.17077/etd.jo2yhod1

Document Type

Thesis

Date of Degree

Fall 2013

Degree Name

MS (Master of Science)

Degree In

Science Education

First Advisor

Forbes, Cory

First Committee Member

Forbes, Cory

Second Committee Member

Park, Soonhye

Third Committee Member

Ludewig, Gabriele

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.

Keywords

Case Study, Formative Assessement, Reflective Assessment

Pages

vii, 76 pages

Bibliography

Includes bibliographical references (pages 74-75).

Copyright

Copyright 2013 David R. Pierson

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