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| Autor/inn/en | Price, Donna; Smith, Jeffrey K.; Berg, David A. G. |
|---|---|
| Titel | Personalised Feedback and Annotated Exemplars in the Writing Classroom "An Experimental Study in Situ" |
| Quelle | In: Assessment Matters, 11 (2017), S.122-144 (23 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1176-7839 |
| DOI | 10.18296/am.0027 |
| Schlagwörter | Foreign Countries; Feedback (Response); Writing Evaluation; Formative Evaluation; Student Evaluation; High School Students; Writing Skills; Writing Improvement; Instructional Effectiveness; Preferences; New Zealand |
| Abstract | This research compares the relative effectiveness and efficiency of personalised feedback versus annotated exemplars as two approaches to providing high school students with formative feedback in the development of their writing skills. The study was a randomised experiment conducted "in situ" in two English classes in one high school in New Zealand. The primary researcher was the teacher in the study. The findings show that there was substantial growth in writing performance with both approaches. Students appreciated both approaches, but preferred personalised feedback. Depending on what was included in the calculations, providing personalised feedback took between two and eight times as much teacher time to deliver than annotated exemplars. The theoretical and practical implications are discussed. (As Provided). |
| Anmerkungen | New Zealand Council for Educational Research. Level 10, 178 Willis Street, Wellington, New Zealand 6011. Tel: +64 4 802 1445; e-mail: subscriptions@nzcer.org.nz; Web site: https://www.nzcer.org.nz/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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