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.

Differences between Tethered Polyelectrolyte Chains on Bare Mica and Hydrophobically Modified Mica

This study investigates the structures of layers of amphiphilic diblock copolymers of poly(t-butyl styrene)-poly- (styrene sulfonate) (PtBS-PSS) adsorbed on both the bare mica surface (hydrophilic) and an octadecyltriethoxysilane (OTE)-modified mica surface (hydrophobic). When the surface is rendered hydrophobic, the nonsoluble block exhibits stronger interaction with the surface and higher adsorbed masses are achieved. Interaction forces between two such adsorbed layers on both substrates were measured using the surface forces apparatus. The effect of salt concentration (Cs) and molecular weight (N) on the height of the self-assembled layers (L0) was examined in each case. The resulting scaling relationship is in good agreement with predictions of the brush model, L0 ∞ N1.0 in the low-salt limit and L0N-1 ∞ (Cs/σ)-0.32 in the salted regime, when adsorption takes place onto the hydrophobized mica surface. For adsorption on the bare mica surface, L0N-0.7 ∞ Cs -0.17 agrees with the scaling prediction of the sparse tethering model. The results suggest that, on the hydrophilic bare mica surface, the adsorbed amount is not high enough to form a brush structure and only very little intermolecular stretching of the tethered chains occurs; in contrast, the presence of the hydrophobic OTE layer increases the tethering density such that the polyelectrolyte chains adopt a brush conformation.

Development of an Electrochemical Insulin Sensor Based on a High Affinity DNA Sequence Found in the Insulin-linked Polymorphic Region

The detection of pertinent biomarkers has the potential provide an early indication of disease progression before considerable damage has been incurred. A decrease in an individual’s sensitivity to insulin, which may be quantified as the ratio of insulin to glucose in the blood after a glucose pulse, has recently been reported as an early predictor of insulin-dependent diabetes mellitus. Routine measurement of insulin levels is therefore desirable in the care of diabetes-prone individuals. A rapid, simple, and reagentless method for insulin detection would allow for wide-spread screenings that provide earlier signs of diabetes onset. The aim of this thesis is to develop a folding-base electrochemical sensor for the detection of insulin. The sensor described herein consists of a DNA probe immobilized on a gold disc electrode via an alkanethiol linker and embedded in an alkanethiol self-assembled monolayer. The probe is labeled with a redox reporter, which readily transfers electrons to the gold electrode in the absence of insulin. In the presence of insulin, electron transfer is inhibited, presumably due to a binding-induced conformational or dynamic change in the DNA probe that significantly alters the electron-tunneling pathway. A 28-base segment of the insulin-linked polymorphic region that has been reported to bind insulin with high affinity serves as the capture element of the DNA probe. Three probe constructs that vary in their secondary structure and position of the redox label are evaluated for their utility as insulin-sensing elements on the electrochemical platform. The effects of probe modification on secondary structure are also evaluated using circular dichroism spectroscopy.

Do Students Progress if They Self-Assess? A Study in Small-Group Work

In this action research study of my classroom of 8th grade mathematics, I investigated the effects of self-assessment on student group work. Data was collected to see how self-assessment affected small-group work, usage of precise mathematical vocabulary, and student attitudes toward mathematics. Self-assessment allowed the students to periodically evaluate their own learning and their involvement in math class. I discovered that the vast majority of students enjoy working in small-groups, and they feel they are good group members. Evidence in regard to use of precise mathematical vocabulary showed an increased awareness in the importance of its usage. Student attitudes toward mathematics remained positive and unchanged throughout the research. As a result of this research, I plan to continue use of small-group work and selfassessment. I will continue emphasis on the inclusion of precise mathematical vocabulary as well as on training on cooperative learning strategies.

An Investigation into Careless Errors Made by 7th Grade Mathematics Students

In this action research study, I investigated the careless errors made by my seventh-grade mathematics students on their homework and tests. Beyond analyzing the types of careless errors and the frequency at which they were made, I also analyzed my students’ attitudes toward reviewing their work before they turn it in and self-reflection about the quality of work that they were producing. I found that many students did not know how to review their test before turning it in; no one had ever taught them how to do so. However, when students were given tools to help them with this task, they were able to make strides towards reducing the number of careless errors that they made and began to turn in high quality work that demonstrated their understanding of the content that had been taught. As a result of this research, I plan to teach my students how to go back over their homework and tests before turning them in. I also intend to continue to use the tools that I have produced to encourage students to self-reflect on the work that they have done. Assessment is such an important piece of educating my students and the careless errors made on these assessments needed to be addressed.