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86 results

Master's Thesis (Action Research Report)

Effects of Grading on Student Learning and Alternative Assessment Strategies

Available from: St. Catherine University

Action research

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Abstract/Notes: The purpose of this study was to investigate what effect an alternative assessment strategy would have on students’ engagement, motivation, and overall learning in an urban, private Montessori middle school program located in the Midwest. Two teachers and 13 students participated in two phases (one social studies and one science unit) over the course of six weeks. Teacher-assigned grades on class and homework were removed and replaced with student-determined final grades based on self-assessment using collaboratively created rubrics and individual portfolios. Students kept daily learning logs and completed a pre- and post-unit survey designed to measure their level of engagement, motivation, and learning preferences. The researcher kept daily observational notes as well as tallies of behavioral markers for engagement and disengagement. Students were also invited to give open-ended feedback about their experience at the end of the intervention. The results showed that while the alternative assessment model did not have a direct impact on students’ daily engagement or intrinsic motivation, it did increase students’ understanding of how their work correlated to a final grade in the unit, and it created opportunities for students to make connections to their learning and thus more actively plan their future work. Additionally, a direct correlation appeared between the level of student activity and student engagement in classes, indicating the importance of reducing passivity as much as possible in the daily learning process.

Language: English

Published: St. Paul, Minnesota, 2017

Master's Thesis (Action Research Report)

The Effects of Student Constructed Formative Assessment in the Elementary Classroom

Available from: St. Catherine University

Action research, Montessori method of education, Upper elementary

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Abstract/Notes: This action research project studied how student-created formative assessments in mathematics would affect student confidence and perceived math ability. Students participated in a four-week study. The researcher conducted this study in September and October of 2021. The seven participating students were from an Upper Elementary classroom in a private Southern California Montessori school. The intervention consisted of a student-constructed survey taken weekly and a group analysis of the anonymized data collected from the said survey. Additional data sources included parent surveys, end-of-intervention student surveys, and classwork observational tally sheets. This study found that students gained further awareness of their work choices by completing the student-constructed formative assessments and reviewing the data. In the future, educators could conduct further research regarding the impact of using student-created formative assessment long-term and with a wider variety of subjects

Language: English

Published: St. Paul, Minnesota, 2021

Master's Thesis (Action Research Report)

Improving Assessment Outcomes in Algebra and Functions Through Concrete Materials and Direct Instruction

Available from: St. Catherine University

Action research, Montessori method of education - Criticism, interpretation, etc., Upper elementary

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Abstract/Notes: Critical thinking consists of the mental processes, strategies, and representations individuals use to solve problems, make decisions, and learn new concepts. We observed our 6th-year students struggling with algebra functions and problem-solving. These observations motivated us to engage in active research to improve the students' critical thinking and problem-solving skills. We administered interventions that supported the language transfer between traditional mathematical language and Montessori mathematical terms. We utilized direct instruction with concrete algebra materials to lead the students to abstract work in algebra. We also used formal assessments and observations to decide what lessons the students should get next. Our explicit instruction included Hands-On Equations created by Borenson to provide students with a concrete representation of algebraic skills and guide them to abstract understanding. This action research occurred within an Upper Elementary Montessori classroom and included seven 6th-year students aged 11 to 12. Two Montessori co-teachers conducted the study within eight weeks during January and February of 2022. Overall, students showed improvement on assessments, enhanced interest in math, and increased confidence when utilizing their problem-solving skills on problems involving newly learned concepts.

Language: English

Published: St. Paul, Minnesota, 2022

Report

The Longitudinal Assessment Study (LAS): Eighteen Year Follow-Up. Final Report.

Available from: ERIC

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Language: English

Published: Portland, Oregon, 2003

Article

Assessment and Evaluation in the Multiage Classroom. Special Issue

Available from: ERIC

Publication: OSSC Bulletin, vol. 39, no. 3/4

Academic achievement, Americas, Nongraded schools, North America, United States of America

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Abstract/Notes: Assessment of student progress is a challenge for educators who use developmentally appropriate practices such as multiage grouping. Interest in alternative types of assessment has become widespread. These performance-based, or authentic, assessments are explored in this document, which presents assessment strategies that work effectively with multiage instructional approaches. Chapter 1 begins by examining the purposes of assessment and then compares the characteristics, strengths, and limitations of conventional and authentic assessments. Chapter 2 explores methods used to assess and document the process of learning, such as observation, anecdotal records, and developmental checklists, and presents means of assessing, evaluating, and organizing authentic products of student learning. Issues involved in reporting student progress to parents and administration are examined in the third chapter. Chapter 4 considers the implications of authentic-assessment approaches for administrators and school boards, and summarizes what administrators should know about teachers' requirements to effectively implement new assessment methods. A summary publication is included. The appendix contains an overview of authentic-assessment practices in Oregon. Data were gathered from interviews with 10 educators and assessment specialists.

Language: English

ISSN: 0095-6694

Article

The Contribution of Montessori Education to the Future of Mankind: A Brief Assessment of the 20th International Montessori Congress Held in Karachi, Pakistan in January 1985

Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1985, no. 2/3

Pages: 13–17

Asia, Conferences, International Montessori Congress (20th, Karachi, Pakistan, 3-5 January 1985), Montessori method of education - Criticism, interpretation, etc., Pakistan, South Asia

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Language: English

ISSN: 0519-0959

Master's Thesis

Assessment and Instructional Decision-Making in Montessori Early Childhood Classrooms

Available from: American Montessori Society

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Language: English

Published: Moraga, California, 2008

Article

Thinking about Assessment with Dr. Marlene Barron and Dr. Sharon Damore

Publication: Montessori Life, vol. 12, no. 3

Pages: 24–33

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Abstract/Notes: Includes sidebars Recording and Reporting, and Mileposts on the Road to Literacy, both by Marlene Barron

Language: English

ISSN: 1054-0040

Article

Working for Sensible Assessment

Publication: Montessori Life, vol. 12, no. 4

Pages: 4–5

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Abstract/Notes: Letter to the Editor

Language: English

ISSN: 1054-0040

Article

A Group Assessment Primer

Publication: Montessori Life, vol. 12, no. 3

Pages: 43–45

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Language: English

ISSN: 1054-0040

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