Date of Graduation

Spring 2017

Degree

Master of Science in Education in Literacy

Department

Reading, Foundations, and Technology

Committee Chair

Kayla Lewis

Keywords

teacher feedback, modeling, formative assessment, student self-concept, learning targets, performance criteria

Subject Categories

Language and Literacy Education

Abstract

The purpose of this qualitative case study was to examine the impact teacher feedback had on ninth grade English honors students during the research writing process. This study examined student writing and the corresponding teacher feedback during the outline, rough draft, and final draft of a formal research essay to examine how the feedback helped improve student writing skills and overall ability to meet the learning targets. Based on the results of the study, the number of student errors decreased significantly in the final draft of the essay after using the outline and rough draft teacher feedback, suggesting that the feedback did have an impact on student writing. Further research should be conducted to examine how teacher feedback impacts the writing of non-honors students, as well as whether students perceive the impact of the feedback to be different when it is handwritten instead of given electronically.

Copyright

© Jessica M. Mattson

Open Access

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