Teachers activating learners: The effects of a student-centred feedback approach on writing achievement

被引：29

作者：

Brooks, Cameron ^{[1
]}

Burton, Rochelle ^{[1
]}

Kleij, Fabienne van der ^{[1
]}

Ablaza, Christine ^{[2
]}

Carroll, Annemaree ^{[3
]}

Hattie, John ^{[4
]}

Neill, Sophia ^{[1
]}

机构：

[1] Univ Queensland, Sch Educ, Brisbane, Qld, Australia

[2] Univ Queensland, Social Sci Res Inst, Brisbane, Qld, Australia

[3] Univ Queensland, Fac Human & Social Sci, Brisbane, Qld, Australia

[4] Univ Melbourne, Melbourne Grad Sch Educ, Melbourne, Vic, Australia

来源：

TEACHING AND TEACHER EDUCATION | 2021年 / 105卷

基金：

澳大利亚研究理事会;

关键词：

FORMATIVE ASSESSMENT; PROFESSIONAL-DEVELOPMENT; IMPLEMENTATION; IMPACT; POWER;

D O I：

10.1016/j.tate.2021.103387

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study examined the impact of a teacher and school leader professional learning intervention on student writing achievement in Australian state primary schools. The six-month intervention was underpinned by a new student-centred feedback model. The study analysed student writing assessment data from 1060 Year 4 students across 13 intervention and 9 comparison schools. Results from multilevel analyses showed substantially larger achievement gains in the intervention group compared to the comparison group across two learning periods. Increased perceived helpfulness of several feedback strategies was associated with student achievement gains in the intervention group, showing the intervention's positive impact on feedback effectiveness. (c) 2021 Elsevier Ltd. All rights reserved.

引用

页数：10

共 43 条

[1] The impact of formative assessment on student achievement: A study of the effects of changes to classroom practice after a comprehensive professional development programme [J].