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首页> 外文学位 >The impact of teacher assigned but not graded compared to teacher assigned and graded chemistry homework on the formative and summative chemistry assessment scores of 11th-grade students with varying chemistry potential .
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The impact of teacher assigned but not graded compared to teacher assigned and graded chemistry homework on the formative and summative chemistry assessment scores of 11th-grade students with varying chemistry potential .

机译：与分配和分级的化学作业相比，分配但未分级的教师对11岁的具有不同化学潜能的学生的形成和总结化学评估得分的影响。

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摘要

The study analyzed 2005 posttest data compared to 2008 posttest data to determine student end of school year academic achievement outcomes across three academic levels (above average, average, and below average chemistry potential) and two teacher homework evaluation methods (assigned but not graded and assigned and graded) on teacher prepared 11th-grade assessments, district prepared 11th-grade assessment, and district graduation requirement physical science strand 11th-grade science Essential Learner Outcome assessment. Overall, results indicated that students with above average (n = 16), average, (n = 17) and below average (n = 14) chemistry potential whom were given teacher assigned and graded chemistry homework compared to students with above average (n = 17), average (n = 15), and below average (n = 19) chemistry potential whom were given teacher assigned but not graded chemistry homework had statistically significantly higher independent t test matter homework scores while atoms, naming, and reactions homework scores were generally in the direction of higher but not significant scores for students given graded homework regardless of their chemistry potential. Furthermore, students of above average and below average chemistry potential who were given assigned and graded chemistry homework performed statistically significantly better on the 11th-grade district prepared chemistry final and the district prepared physical science strand Essential Learner Outcome assessment t test results compared to students with the same chemistry potential given assigned but not graded chemistry homework, suggesting that the graded chemistry condition may have contributed to improved long term learning and retention of chemistry knowledge. Finally, the coefficient of determination (r2 = .95) measure of strength of relationship between not completing, not graded chemistry homework and a corresponding drop in chemistry assessment scores for all students was 95% and the coefficient of determination (r2 = .82) measure of strength of relationship between not completing, graded chemistry homework and a corresponding drop in chemistry assessment scores for all students was 82%. While not implying causality the study findings suggest that students who complete more homework, not graded or graded, have a higher probability of improving their chemistry assessment scores regardless of their chemistry potential.
机译：这项研究分析了2005年的后测数据与2008年的后测数据，以确定跨三个学术水平（高于，平均和低于平均化学势）和两种教师家庭作业评估方法（分配但未分级和分配）的学生学年结束学业成绩和评分），对教师进行11年级评估，学区对11年级评估和学区毕业要求物理科学11年级科学基本学习者成果评估进行评估。总体而言，结果表明，与高于平均水平（n = 16），平均水平（n = 17）和低于平均水平（n = 14）的学生相比，他们的化学潜能得到了教师分配和化学作业的评分17），平均（n = 15）和低于平均水平（n = 19）的化学潜能被分配给老师但未进行分级化学作业，在统计学上显着高于独立的t测验作业成绩，而原子，命名和反应作业成绩为通常，无论学生的化学潜能如何，都应该为获得分级作业的学生取得更高但并不重要的分数。此外，在11年级地区准备的化学期末考试和地区准备的自然科学链基本学习者成绩评估测试结果中，被分配和分级化学作业的化学潜能高于平均水平和低于平均水平的学生与具有给定相同的化学潜能但未对化学作业进行分级，这表明分级的化学条件可能有助于改善长期学习和保留化学知识。最后，对于所有学生，未完成，未评分的化学作业与相应的化学评估得分之间的关​​系强度的测定系数（r2 = .95）为95％，测定系数（r2 = .82）所有学生未完成，化学作业的评分与化学评估得分相应下降之间的关系强度的衡量标准是82％。尽管不暗示因果关系，但研究结果表明，完成更多家庭作业（未分级或未分级）的学生，无论其化学潜能如何，都有更高的可能性提高其化学评估分数。

著录项

  • 作者

    Wilson, Jennifer L.;

  • 作者单位

    University of Nebraska at Omaha.;

  • 授予单位 University of Nebraska at Omaha.;
  • 学科 Education Tests and Measurements.Education Sciences.Education Administration.
  • 学位 Ed.D.
  • 年度 2010
  • 页码 166 p.
  • 总页数 166
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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