Dissertations and Theses @ UNI

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Open Access Dissertation

Abstract

In today’s diverse classrooms, teachers face the challenge of educating students with varied academic abilities, including those with disabilities, gifted learners, and students at grade level. The Individuals with Disabilities Education Act (IDEA) ensures inclusive access to core curriculum, but educators must differentiate instruction to meet all learners’ needs. Traditional assessments focus on rote memorization, often failing to reflect deeper understanding or real-world problem-solving.

In middle school math, standard curricula often lack project-based assessments, despite research supporting their effectiveness in improving academic achievement and student engagement. Students benefit from working in collaborative environments where they can discuss mathematical ideas, receive feedback, and develop creativity. These experiences are crucial, especially in STEM fields. Cooperative learning also supports students from both low and high socioeconomic backgrounds, promoting equal participation and reducing misconceptions.

As standardized testing remains central to education policy, teachers are challenged to balance preparing students for these exams with fostering real-world skills. Anxiety around math is prevalent, particularly in grades 7 and 8, and often persists through high school and even through adulthood. Project-based assessments offer a promising pathway to develop mathematical creativity, problem-solving abilities, and future-ready competencies among middle school students. This study will utilize qualitative case study methods to better understand the influence of project-based assessments on middle school students in a mathematics classroom.

This study explored the influence of project-based assessments on middle school mathematics students’ perceptions of engagement, motivation, and the value of their learning experiences in a rural Midwest setting. Grounded in a case study methodology, the research sought to understand how students perceive project-based assessments in comparison to traditional assessment methods and how these approaches shape their views of relevance and meaning in mathematics. Data were collected through the administration of the Mathematics Attitudes and Perceptions Survey (MAPS) to all participating students and semi-structured interviews with 10 selected students.

Quantitative survey results indicated a moderate level of alignment with expert-like mathematical thinking (M = 0.56). Students demonstrated relatively strong confidence and recognition of real-world connections, while lower levels of alignment were found in sensemaking and views about answers, suggesting a tendency toward procedural understanding over conceptual reasoning. Qualitative data were analyzed using an iterative thematic coding process, including open and axial coding, to identify patterns and develop overarching themes.

Three primary themes emerged from the analysis: Assessment Experiences, Confidence in Abilities, and Connection Between Concepts. Findings revealed that students perceived project-based assessments as less stressful, more engaging, and more conducive to creativity and collaboration than traditional tests. Project-based assessments also supported deeper conceptual understanding by requiring explanation, revision, and application of mathematical ideas. In contrast, traditional assessments were viewed as more structured and rigorous, providing validation of individual ability but often increasing anxiety and limiting opportunities for feedback and exploration.

Additionally, students reported that project-based assessments enhanced the relevance of mathematics by connecting content to real-world contexts, thereby increasing motivation and meaningful engagement. While traditional assessments effectively measured procedural knowledge and independent performance, project-based approaches promoted higher-order thinking, problem-solving, and sustained interest.

Overall, the findings suggest that a balanced integration of project-based and traditional assessments may provide a more comprehensive approach to evaluating student learning. Such an approach can support both the development of conceptual understanding and the measurement of individual proficiency. The study contributes to the growing body of research on assessment practices in mathematics education and offers implications for instructional design, particularly in fostering student engagement and motivation in middle school classrooms.

Year of Submission

2026

Degree Name

Doctor of Education

Department

Department of Curriculum and Instruction

First Advisor

Robert Boody

Date Original

2026

Object Description

1 PDF file (xi, 121 pages)

Language

en

File Format

application/pdf

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