Date of Award
Action Research Project
Master of Arts in Education
Providing feedback to developing writers that creates lasting changes in their writing presents a challenge for educators. This study investigates the use of a formative feedback system in which students write in staggered groups while receiving targeted, specific verbal feedback on their writing. Participants include thirty-one 10th grade general English students in a suburban high school. Data collection methods include a Google Form data gathering tool, an observation log, teacher-generated journal, and comparison of essay scores using a writing rubric. Results showed an increase in student writing performance, a mindset shift from an external to internal locus-of control, and a greater appreciation for verbal formative feedback in helping improve writing practice. The study showed improvement in student performance with little-to-no drawbacks presenting a simple and sustainable system of writing instruction for the secondary classroom.
Kern, Sean. (2018). Making Feedback Stick: The Effects of Targeted, Verbal Formative Feedback Strategies on Writing Skill Acquisition for Secondary English Students. Retrieved from Sophia, the St. Catherine University repository website: http://sophia.stkate.edu/maed/277