Effects of Self-Assessment on Math Homework

In this action research study of my eighth grade differentiated Algebra students, I investigated the effects of students using self-assessment on their homework. Students in my class were unmotivated and failed test objectives consistently. I wanted students to see that they controlled their learning and could be motivated to succeed. Formative assessment tells students how they need to improve. Learning needs to happen before they can be assessed. Self-assessment is one tool that helps students know if they are learning. A rubric scoring guide, daily documentation sheet and feedback on homework and test correlations were used to help students monitor their learning. Students needed time to develop the skill to self-assess. Students began to understand the relationship between homework and performing well on tests by the end of the action research period. Early in the period, most students encountered difficulty understanding that they controlled their learning and did not think homework was important. By the end of the year, all students said homework was important and that it helped them on quizzes and tests. Motivating students to complete homework is difficult. Teaching them to self-assess and to keep track of their learning helps them stay motivated.

RP92-438 Food Additives: What are They?

Fewer and fewer Americans produce their own food, yet consumers demand and enjoy a food supply that is flavorful, nutritious, convenient, readily available, safe, abundant, varied, and reasonably priced. Food additives and technology make that possible. This research publication covers what food additive are, why are they used, how they are regulated, and what can individuals do when they are concerned about food additives. It also contains a guide to food additives table.

Phytoplankton Dynamics in Three Rocky Mountain Lakes, Colorado, U.S.A.

In 1984 and 1985 seasonal changes in phytoplankton were studied in a system of three lakes in Loch Vale, Rocky Mountain National Park, Colorado. Three periods were evident: (1) A spring bloom, during snowmelt, of the planktonic diatom Asterionella Formosa, (2) a mid- summer period of minimal algal abundance, and (3) a fall bloom of the blue-green alga Oscillatoria limnetica. Seasonal phytoplankton dynamics in these lakes are controlled partially by the rapid flushing rate during snowmelt and the transport of phytoplankton from the highest lake to the lower lakes by the stream, Icy Brook. During snowmelt, the A. formosa population in the most downstream lake has a net rate of increase of 0.34 d-1, which is calculated from the flushing rate and from the A. formosa abundance in the inflow from the upstream lake and in the downstream lake. Measurement of photosynthetic rates at different depths during the three periods confirmed the rapid growth of A. formosa during the spring. The decline in A. formosa after snowmelt may be related to grazing by developing zooplankton populations. The possible importance of the seasonal variations in nitrate concentrations were evaluated in situ enrichment experiments. For A. formosa and O. limnetica populations, growth stimulation resulted from 8- or 16-micromolar amendments of calcium nitrate and sulfuric acid, but the reason for this stimulation could not be determined from these experiments.