Date of Award

Fall 12-13-2021

Document Type

Project Abstract (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction


Graduate Studies

Committee Chair

Tiffany Bockelmann


Not Grading Formative Assessments, Effects on using Online Resources, Formative Assessments vs. Summative Assessments, Effects of online resources in a classroom


This 2021 study focused on the relationship between not grading formative assessments and summative assessments. The focus was on whether students will do their formative assessments if they know they would not be graded. Furthermore, if they decided to complete or not complete their formative assessments, this study would show the effects on their summative scores. The study lasted for one chapter in their curriculum. The research took place in a North Dakota school, specifically 52 geometry students. Data showed that majority of students will not do their homework if not held accountable. The data also suggests that not grading formative assessment played a role in how students would succeed on summative assessments.



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