Author

Sean Kern

Date of Award

8-2018

Document Type

Action Research Project

Degree Name

Master of Arts in Education

Department

Education

First Advisor

Catherine Kelly

Department/School

Education

Abstract

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.

Included in

Education Commons

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