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dc.contributor.advisorWoods, Rebecca
dc.contributor.advisorWaynant, Louise
dc.contributor.advisorBeard, Kay
dc.contributor.authorKoehler, Shannon
dc.contributor.programMasters of Educationen_US
dc.date.accessioned2019-05-13T20:24:11Z
dc.date.available2019-05-13T20:24:11Z
dc.date.issued2019-05
dc.description.abstractThe purpose of this study was to determine whether the use of a self-assessment rubric would increase students’ proper use of writing conventions in a selected second grade classroom. Assessments, surveys, and writing rubrics with focus on capitalization, understanding, punctuation, and spelling, or “CUPS”, were designed by the researcher and used to compare writing skills of students who did and did not use the CUPS rubric to assess writing. Pre-tests were used to determine that the two groups did not differ prior to the intervention. The intervention then took place over the course of four weeks. During the intervention, students in the treatment group used the CUPS rubric to assess their use of the CUPS conventions. After post-tests and surveys were completed, the treatment group’s CUPS mean score was found to be statistically significantly higher than the comparison group mean; therefore, the null hypothesis suggesting the use of CUPS by the treatment and comparison groups would be the same was rejected. Mean survey scores did not differ significantly across the groups before or after the intervention; therefore, the null hypothesis that those scores would be the same was retained. Results may have been affected by a variety of factors, including elementary-aged students’ overall capability of self-assessment. Given the positive results regarding use of the writing conventions, future research is recommended using different approaches to determine if the CUPS strategy is beneficial under different circumstances such as an extended time frame or in additional classes.en_US
dc.format.extent44 pagesen_US
dc.genreAction research papersen_US
dc.identifierdoi:10.13016/m2rpym-9aec
dc.identifier.urihttp://hdl.handle.net/11603/13839
dc.language.isoen_USen_US
dc.relationMaster of Education
dc.relation.isAvailableAtGoucher College, Baltimore, MD
dc.rightsThis work may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.
dc.subjectwritingen_US
dc.subjectwriting conventionsen_US
dc.subjectself-assessmenten_US
dc.subjectrubricen_US
dc.subjectelementaryen_US
dc.subject.lcshEducation -- Research papers (Graduate).
dc.titleThe Impact of Self-Assessment on Writing Convention Usage of Second Grade Studentsen_US
dc.typeTexten_US


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