Price, Kathryn2016-07-182016-07-182016-07-19http://hdl.handle.net/11603/3084This study was designed to determine whether self-assessment and self-directed learning impacted student achievement for students in a third grade math classroom. Students were not randomly selected. The students were taught a self-assessment strategy as a whole group and it was reinforced in small group math instruction. At the beginning of the year, they were given a fall MAPP score to determine their baseline in math. During the study, they were given three pretest and posttests, as well as a winter MAPP test to determine their progress. The results indicate that there was a significant change in performance due to being taught self-assessment strategies.28 pagesen-USCollection 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.Education -- Research papers (Graduate).Student self-assessment -- Third grade (Education)Academic achievement -- Arithmetic -- Third grade (Education)Self-managed learning -- Arithmetic -- Third grade (Education)Text