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ERIC Number: ED015163
Record Type: RIE
Publication Date: 1966-Nov
Pages: 19
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
EDUCATIONAL ATTAINMENT AND ATTITUDES TOWARD SCHOOL AS A FUNCTION OF FEEDBACK IN THE FORM OF TEACHERS' WRITTEN COMMENTS.
SWEET, ROGER C.
RELATIONSHIPS BETWEEN A TEACHER'S WRITTEN COMMENTS ON A TEST AND (1) SUBSEQUENT STUDENT ATTAINMENT AS MEASURED BY TEST PERFORMANCE AND (2) ATTITUDE CHANGE TOWARD 9TH-GRADE ENGLISH, WERE INVESTIGATED. 9 CLASSES (225 STUDENTS) WERE GIVEN 4 TESTS BY THEIR TEACHERS OVER A 6-WEEK PERIOD. TESTS WERE RETURNED WITH NUMERICAL SCORES, LETTER GRADE, AND EITHER NO COMMENT (N), FREE COMMENT (F - WHATEVER TEACHER CARED TO MAKE), OR SPECIFIED COMMENT (S - DESIGNATED IN ADVANCE FOR EACH LETTER GRADE). ATTITUDE INVENTORY SCORES COLLECTED BEFORE THE FIRST AND AFTER RETURN OF THE LAST TEST WERE RANKED. ANALYSIS OF VARIANCE SHOWED THAT (A) F OR S COMMENTS HAD LITTLE IF ANY SHORT-TERM EFFECT ON TEST PERFORMANCE. (B) OVER A LONGER PERIOD OF TIME, F COMMENTS SIGNIFICANTLY INCREASED SCHOLASTIC PERFORMANCE, AND SIGNIFICANTLY CHANGED ATTITUDES IN A POSITIVE DIRECTION. INCLUSION OF S COMMENTS WAS NO MORE EFFECTIVE IN CHANGING ATTITUDES THAN WERE N COMMENTS. (AF)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Wisconsin Univ., Madison. Research and Development Center for Learning and Re-Education.
Identifiers: Osgood Semantic Differential Test; Wilcoxon Matched Pairs Signed Ranks Test