Grammar for Writing: Evaluation Report and Executive Summary

Autor/inn/en	Torgerson, David; Torgerson, Carole; Mitchell, Natasha; Buckley, Hannah; Ainsworth, Hannah; Heaps, Clare; Jefferson, Laura
Institution	Education Endowment Foundation (EEF) (United Kingdom); University of York (United Kingdom); Durham University (United Kingdom)
Titel	Grammar for Writing: Evaluation Report and Executive Summary
Quelle	(2014), (47 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Grammar; Writing (Composition); Writing Skills; Program Evaluation; Program Effectiveness; Intervention; Randomized Controlled Trials; Comparative Analysis; Large Group Instruction; Small Group Instruction; Writing Instruction; Elementary School Students; Foreign Countries; Standardized Tests; Scores; Pretests Posttests; Statistical Analysis; United Kingdom (England) + Suchen Sie Ihr Suchwort? Grammatik; Schreibübung; Writing skill; Schreibfertigkeit; Programme evaluation; Programmevaluation; Schreibunterricht; Ausland; Standadised tests; Standardisierter Test; Statistische Analyse
Abstract	The Grammar for Writing intervention is a curriculum intervention aimed at improving writing skills by providing contextualised grammar teaching. This evaluation was set up as an effectiveness trial to test the impact of a four-week version of Grammar for Writing, delivered with the developer leading the recruitment and retention of the schools and participants and the training, and overseeing the provision of the intervention. The Education Endowment Foundation (EEF) effectiveness trials aim to test whether an intervention can work at scale, in real-world conditions. In each school, one Year 6 class was randomly assigned to the intervention group and one Year 6 class was randomly assigned to continue with teaching as usual. Within the intervention class, eligible pupils were randomised on an individual basis to receive either whole group Grammar for Writing teaching or the whole group approach plus small group Grammar for Writing teaching. At the end of the intervention period all pupils were asked to complete the Progress in English 11 (Long Form) Test developed by GL Assessment, as a measure of general writing ability. There was about 20% drop-out in terms of the primary outcome, but this was evenly spread between the groups and there was no evidence that it introduced selection bias. The process evaluation indicates the programme was delivered with good fidelity (i.e. as intended by the developer). Overall, this indicates the findings are secure. A previous trial evaluation of Grammar for Writing showed a statistically significant impact among older children, but methodological issues in the way the data were analysed means that there are doubts about the validity of the findings. Key conclusions include: (1) Grammar for Writing is not effective in improving general writing among Year 6 pupils when delivered as a whole class intervention over four weeks; (2) Grammar for Writing is modestly effective in improving writing as a small group intervention, although this is likely to be a result of small group teaching, rather than an intrinsic benefit of Grammar for Writing itself; (3) The evidence for Grammar for Writing from this evaluation is insufficient to recommend widespread adoption among Year 6 pupils; (4) Small group teaching amongst Levels 3c to 4b pupils does seem an effective strategy to increase writing skills; and (5) Possible further research question: Is small group teaching for children at Levels 3c to 4b effective and costeffective over a longer time period? (ERIC).
Anmerkungen	Education Endowment Foundation. 9th Floor Millbank Tower, Millbank, London, SW1P 4QP, UK. Tel: +44-207-802-1676; e-mail: info@eefoundation.org.uk; Web site: https://educationendowmentfoundation.org.uk/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01