M.A. in Elementary Education
Interdisciplinary and Inclusive Education
College of Education
Mathematics--Study and teaching (Elementary); Sixth grade (Education)
Elementary Education and Teaching
It was the purpose of this study to determine the effectiveness of using information gained from portfolio assessment to improve the quality of instructional planning in order to meet the needs of a specific group of students. This study also evaluated the change in attitude toward mathematics of the control and the experimental groups. A unit on the addition and subtraction of fractions was taught by this researcher to two different sixth grade classes. The control group was instructed using lessons designed from textbook recommendations and the experimental group was taught using lessons designed from a combination of textbook recommendations and portfolio data.
In order to evaluate growth in achievement, a pretest designed by the Addison- Wesley Publishing Company was administered to both seventeen member groups at the beginning of instruction. After the seven week unit, the Addison-Wesley Posttest was administered to both groups. Using a t-test at the 0.05 level of confidence, it was found that there was no significant difference in growth of achievement between the two sample groups. Based on these findings, portfolio assessment, as used in this study, does not significantly improve the effectiveness of instructional planning.
The Children's Academic Intrinsic Motivation Inventory was given to both groups as a pretest and posttest to measure attitude toward mathematics. Using a t-test analysis at the 0.05 level of confidence, it was found that there was no significant difference in attitude toward mathematics between the two groups. Based on these findings, portfolio assessment, as used in this study, did not affect attitudes toward mathematics.
Moran, Heather A., "The effectiveness of using portfolio assessment to improve instructional planning and to determine attitudes toward mathematics of sixth grade students" (1995). Theses and Dissertations. 2268.