Masters Theses

Date of Award

4-30-2016

Document Type

Thesis

Degree Name

Curriculum and Instruction (MAE)

Department

Education

Advisor

Dr. Paul J. Wendel

First Committee Member

Dr. Dee Knoblaugh

Second Committee Member

Dr. Shelley Payne

Keywords

Standards Based Grading, Reassessment, Differentiation, Metacognition, Motivation, End of course assessment

Subject Categories

Curriculum and Instruction | Higher Education

Abstract

This study attempts to determine whether Mastery Learning (with differentiated reassessment) and Mastery Teaching (within a standards-based curriculum) had a 1) metacognitive and/or motivational effect on how students perceive their learning and 2) whether or not Mastery Teaching had an impact on their mastery of the material when compared to students assessed in more traditional classrooms that did not offer reassessment. Using a standard district American History exam given pre- and post-semester and two student learning and motivation surveys (SMQII and PRO-SDLS), the results showed that being taught in a social studies classroom that utilizes differentiated reassessment and Standards-Based Grading (SBG) does not have a statistically significant metacognitive effect but does have a motivational effect (in particular grade motivation) on non-honors students (U = 1,318, p = .026). Additionally, it was found that students in a SBG classroom produced higher gains on the American History assessment than non-SBG students (t = 1.679, p = .121). Potential interpretations and implications are discussed.

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