Term

Summer 2017

Capstone

Thesis

Degree Name

MAEd

Primary Advisor/Dissertation Chair

Kimberly Hartung

Secondary Advisor/Reader One

Jocelynn Buckentin

Peer-Reviewer/Reader Two

Sara Scott

Abstract

The research question addressed in the project was, How integrating digital formative assessment impacts the learning of sixth-grade science students? The motivating factor for this capstone was the increased use of electronic devices in the classroom. In this study, qualitative and quantitative data was collected using student surveys and summative assessment results of a science unit after using either traditional or traditional and digital formative assessments. In one year, exclusively traditional formative assessment was implemented, and in the other, both traditional and digital formative assessments were used. It was found that whether traditional formative assessment or a combination of traditional and digital formative assessment were used student achievement stayed the same. However, student motivation levels increased with the use of digital formative assessments.

Research Methodology

Action Research, Field Study, Survey (attitude scale, opinion, questionnaire)

Included in

Education Commons

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