Author

Diane Gunlock

Date of Award

8-2014

Document Type

Action Research Project

Degree Name

Master of Arts in Education

Department

Education

First Advisor

Sandra Andrew

Department/School

Curriculum and Instruction

Abstract

This action research study was conducted in a kindergarten classroom at a public elementary school, and it included 18 students, 10 boys and eight girls. My study examined the effect of feedback on learning by utilizing rubrics and target statements to increase student self-motivation and engagement. Data was collected from a pre- and post- student feedback form, a rubric, a student observation form, a student discussion form and a teacher reflection journal. The student observation forms and student discussion forms indicated that students displayed a higher level of self-motivation, engagement in the learning environment and acquisition of the skills necessary to demonstrate proficiency in reading. By using the feedback from rubrics and target statements students were able to do self-evaluations and peer-assessments that promoted engagement and self-motivation. Implications are that providing feedback helps students to become more engaged and self-motivated in their learning which in turn improves their ability to acquire the necessary skills.

Included in

Education Commons

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