Formative Assessment and Writing: A Meta-Analysis

Autor/inn/en	Graham, Steve; Hebert, Michael; Harris, Karen R.
Titel	Formative Assessment and Writing: A Meta-Analysis
Quelle	In: Elementary School Journal, 115 (2015) 4, S.523-547 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/681947
Schlagwörter	Formative Evaluation; Meta Analysis; Writing Tests; Quasiexperimental Design; Feedback (Response); Statistical Analysis; Weighted Scores; Educational Quality; Regression (Statistics); Progress Monitoring; Models; Program Implementation; Writing Achievement; Writing Strategies; Performance Based Assessment; Teaching Methods; Instructional Effectiveness; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Literature Reviews + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Writing test; Schreibtest; Statistische Analyse; Quality of education; Bildungsqualität; Regression; Regressionsanalyse; Analogiemodell; Schreibtechnik; Leistungsermittlung; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08
Abstract	To determine whether formative writing assessments that are directly tied to everyday classroom teaching and learning enhance students' writing performance, we conducted a meta-analysis of true and quasi-experiments conducted with students in grades 1 to 8. We found that feedback to students about writing from adults, peers, self, and computers statistically enhanced writing quality, yielding average weighted effect sizes of 0.87, 0.58, 0.62, and 0.38, respectively. We did not find, however, that teachers' monitoring of students' writing progress or implementation of the 6 + 1 Trait Writing model meaningfully enhanced students' writing. The findings from this meta-analysis provide support for the use of formative writing assessments that provide feedback directly to students as part of everyday teaching and learning. We argue that such assessments should be used more frequently by teachers, and that they should play a stronger role in the Next-Generation Assessment Systems being developed by Smarter Balanced and PARCC. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01