Effects of Oral Assessments on Engagement and Academic Achievement in an Algebra I Intervention Class
Date of Award
Fall 12-18-2020
Document Type
Project (696 or 796 registration)
Degree Name
Master of Science in Curriculum & Instruction
Department
Graduate Studies
Committee Chair
Jodee Lund
Keywords
oral assessments, engagement, behavioral engagement, cognitive engagement, affective engagement, academic achievement
Abstract
The purpose of this study was to examine the effects of oral assessments on student engagement and academic achievement and determine how students perceive oral assessments in an Algebra I intervention setting. Over the course of five weeks, seven high school students in a block Algebra I course completed three oral assessments where they recorded themselves verbally and visually explaining a math concept. Students completed surveys to gather information on their attitudes and engagement towards math assessments throughout the study. Findings indicated that oral assessments had positive effects on behavioral engagement, limited positive effects on cognitive engagement, and inconclusive effects on affective engagement and academic achievement. Findings also showed that students perceive oral assessments as a valuable learning tool. Further research regarding what effects oral assessments have on overall engagement and academic achievement would be beneficial.
Recommended Citation
Peterson, Marnie, "Effects of Oral Assessments on Engagement and Academic Achievement in an Algebra I Intervention Class" (2020). Dissertations, Theses, and Projects. 449.
https://red.mnstate.edu/thesis/449