Type of Document	Master's Thesis
Author	Jegart, Damayanthi Srimathi
Author's Email Address	djegart@yahoo.com
URN	etd-07052012-115636
Title	Unit Assessments for High School Geometry
Degree	Master of Natural Sciences (M.N.S.)
Department	Natural Sciences (Interdepartmental Program)
Advisory Committee	Advisor Name Title Madden, James Committee Chair Neubrander, Frank Committee Member Sundar, Padmanabhan Committee Member
Keywords	History of Geometry Geometry Tests
Date of Defense	2012-07-27
Availability	unrestricted
Abstract Abstract Eight unit tests closely aligned with the Louisiana Comprehensive Curriculum for high school geometry were developed. Five of these were administered, each to the same 115 students spanning all ability and attainment levels in a magnet school in a semi-rural Louisiana district. The results were analyzed to determine the quality of the questions as well as to glean information about student-learning. The test scores were compared to the results of the state-administered end-of-course test for high-school geometry. The main findings were as follows: a) most students do not communicate their reasoning or justification unless directed to do so, and even then only poorly, b) very basic skills are problematic for a very small (but troubling) number of students, c) pre-requisites from more recent grades are problematic for larger numbers, d) many students fail to read or understand directions, e) understanding the types of mistakes students make in these tests is likely to be useful in planning future lessons, f) only one of the unit tests was a good predictor of end-of-course results, suggesting that the end-of-course test might not represent all units in the course evenly.
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