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dc.contributor.advisorYakes, Christopheren_US
dc.contributor.authorEkstrom, Alyssa
dc.creatorEkstrom, Alyssaen_US
dc.date2021-11-24T14:05:39.000en_US
dc.date.accessioned2021-11-29T11:34:13Z
dc.date.available2021-11-29T11:34:13Z
dc.date.issued2021-05-01en_US
dc.date.submitted2021-08-31T11:13:14-07:00en_US
dc.identifierhonors_theses/322en_US
dc.identifier.urihttp://hdl.handle.net/20.500.13013/804en_US
dc.description.abstractSalem State University has a newly accredited 4+1 master’s in education program but has been teaching education for decades. Given the newness of the 4+1 program, are the students getting a good idea of what assessments to write, what they look like, and when to do which type of assessment? This study investigates the confidence levels of SSU Education students in writing assessments based on their experiences and classes that they have taken in the School of Education. In order to examine this question, a survey was completed by students in the education program in which they specified their knowledge on each type of assessment (summative and formative), which classes they have taken, what experiences they have had, and how comfortable they are writing both. It is then analyzed by the classes they have taken the program, their comfortability, and knowledge of each assessment.en_US
dc.titleConfidence Levels of SSU Education Students in Writing Assessmentsen_US
dc.typeThesisen_US
dc.legacy.pubstatuspublisheden_US
dc.description.departmentMathematicsen_US
dc.type.degreeBachelor of Science (BS)en_US
dc.legacy.pubtitleHonors Thesesen_US
dc.legacy.identifierhttps://digitalcommons.salemstate.edu/cgi/viewcontent.cgi?article=1322&context=honors_theses&unstamped=1en_US
dc.legacy.identifieritemhttps://digitalcommons.salemstate.edu/honors_theses/322en_US
dc.legacy.identifierfilehttps://digitalcommons.salemstate.edu/context/honors_theses/article/1322/type/native/viewcontenten_US
dc.subject.keywordassessmenten_US
dc.subject.keywordconfidenceen_US
dc.subject.keywordeducationen_US


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