Date of Award
2016
Document Type
Open Access Thesis
Degree Name
Master of Arts in Education (MAE)
Department
Education
First Advisor
Susan O'Connor
Second Advisor
Donna Patterson
Abstract
The purpose of the study was to examine the impact that self-monitoring and self-assessment had on students' perspectives regarding their classroom experience. Classroom teachers are faced with the task of guiding students towards increasing their independence with academic tasks and classroom behavior on a daily basis. Many teachers also seek solutions to help increase students' motivation and self-regulation skills. Self-monitoring and student self-assessment strategies are both examples of positive behavior interventions that are considered to be evidence- based strategies. These strategies can be used to help support students in increasing positive classroom behavior and decreasing negative or undesirable behavior. A considerable number of studies have been conducted on self- monitoring and self-assessment and the impact such self-management tools have on academic accuracy, classroom behavior, and productivity. This study examined five students' perspectives on self-monitoring and self-assessment strategies using qualitative methods.
Identifier
SC 11.MAE.2016.Kirsch.EE
Recommended Citation
Kirsch, Erica E., "Students' Perspectives of Self-Monitoring and Self-Assessment" (2016). Theses and Graduate Projects. 1439.
https://idun.augsburg.edu/etd/1439