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dc.contributor.advisorDuCette, Joseph P.
dc.creatorAndrews, Tiffany
dc.date.accessioned2020-10-20T13:33:21Z
dc.date.available2020-10-20T13:33:21Z
dc.date.issued2011
dc.identifier.other864885139
dc.identifier.urihttp://hdl.handle.net/20.500.12613/690
dc.description.abstractThe study examined the effects of formative assessment on community college students' content-specific vocabulary skills, academic achievement and academic self-efficacy. Sixty-one community college students who were enrolled in Developmental Psychology took part in formative assessment only (N = 24), formative assessment in conjunction with goal setting and self-monitoring (N = 19) or no formative assessment (N = 20). It was hypothesized that students who took part in formative assessment in conjunction with goal setting and self-monitoring would achieve higher content-specific vocabulary skills, academic achievement and academic self-efficacy from pretest to posttest when compared to students who took part in formative assessment only and no formative assessment. Findings indicated that students in both of the formative assessment groups had significantly higher content-specific vocabulary skills from pretest to posttest when compared to the control group. Implications for formative assessment practices with community college students and the lack of support for the hypotheses are discussed.
dc.format.extent71 pages
dc.language.isoeng
dc.publisherTemple University. Libraries
dc.relation.ispartofTheses and Dissertations
dc.rightsIN COPYRIGHT- This Rights Statement can be used for an Item that is in copyright. Using this statement implies that the organization making this Item available has determined that the Item is in copyright and either is the rights-holder, has obtained permission from the rights-holder(s) to make their Work(s) available, or makes the Item available under an exception or limitation to copyright (including Fair Use) that entitles it to make the Item available.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.subjectEducational Psychology
dc.subjectAcademic Self-efficacy
dc.subjectCommunity College
dc.subjectFormative Assessment
dc.subjectProgress Self-monitoring
dc.titleTHE USE OF GOAL SETTING AND PROGRESS SELF-MONITORING WITH FORMATIVE ASSESSMENT IN COMMUNITY COLLEGE TO INCREASE ACADEMIC ACHIEVEMENT AND SELF-EFFICACY
dc.typeText
dc.type.genreThesis/Dissertation
dc.contributor.committeememberSchifter, Catherine
dc.contributor.committeememberFarley, Frank
dc.contributor.committeememberFullard, William
dc.contributor.committeememberShapiro, Joan Poliner
dc.description.departmentEducational Psychology
dc.relation.doihttp://dx.doi.org/10.34944/dspace/672
dc.ada.noteFor Americans with Disabilities Act (ADA) accommodation, including help with reading this content, please contact scholarshare@temple.edu
dc.description.degreePh.D.
refterms.dateFOA2020-10-20T13:33:21Z


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