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Eighth-grade writing: A mixed-method...

Thomas, Ebony N.

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Eighth-grade writing: A mixed-methods study of the impact of criterion-referenced peer feedback on students' writing achievement.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Eighth-grade writing: A mixed-methods study of the impact of criterion-referenced peer feedback on students' writing achievement./
作者:	Thomas, Ebony N.
面頁冊數:	186 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-05, Section: A, page: 1525.
Contained By:	Dissertation Abstracts International71-05A.
標題:	Education, Language and Literature. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3398702
ISBN:	9781109723212

Eighth-grade writing: A mixed-methods study of the impact of criterion-referenced peer feedback on students' writing achievement.
Thomas, Ebony N.

Eighth-grade writing: A mixed-methods study of the impact of criterion-referenced peer feedback on students' writing achievement. - 186 p.

Source: Dissertation Abstracts International, Volume: 71-05, Section: A, page: 1525.

Thesis (Ph.D.)--Capella University, 2010.

Concern with the quality of student writing has been a recurrent aspect of the American educational landscape (National Writing Project and Nagin, Because writing matters: Improving student writing in our schools, 2006). Teachers, nationwide, struggle with the accountability of improving students' writing. This study used a mixed-methods methodology, specifically, the Embedded Design-experimental model, in order to assess the overall impact that criterion-referenced peer feedback had on eighth-grade students' writing achievement. Throughout the study, quantitative and qualitative data were collected and analyzed concurrently in order to determine the following: (a) if and to what extent did criterion-referenced peer feedback impact eighth grade students' writing achievement, (b) whether certain domains of the Georgia Grade 8 Writing Assessment Rubric were more impacted by peer feedback than others, (c) what were teachers' perceptions of students' use of criterion-referenced peer feedback, and (d) what specific changes emerged in students' writing skills as a result of using criterion-referenced peer feedback. In order to evaluate the effect of criterion-referenced peer feedback on eighth-grade students' writing achievement, student pre- and post-writing assessment data, teacher observation data, teacher documentation logs, and teacher interview data were collected and analyzed. Overall, the empirical results of this study indicate that students who use criterion-referenced peer feedback in the classroom have a statistically greater increase in their performance when compared based on their growth from the pretest to the posttest, and the teacher who incorporated criterion-referenced peer feedback spoke favorably of the treatment and reported impressive growth in the quality of her students' writing as a result of it.

ISBN: 9781109723212Subjects--Topical Terms:

1018115
Education, Language and Literature.

Eighth-grade writing: A mixed-methods study of the impact of criterion-referenced peer feedback on students' writing achievement.
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