ERIC Number: ED033137
Record Type: RIE
Publication Date: 1967
Reference Count: N/A
The Effects of Pupil-Corrected Tests and Written Teacher Comments on Learning to Spell in the Upper Elementary Grades.
To determine the effects of teacher comments on spelling test papers, 32 randomly selected fourth- and sixth-grade teachers from low and high socioeconomic area Los Angeles elementary schools used 965 pupils in their regular classes as subjects. The teachers gave the regular weekly spelling test, and one of four evaluation treatments was randomly assigned to each class: (1) teacher correction but no written comment, (2) pupil correction of papers but no comment, (3) teacher correction with appropriate written comments on each paper, and (4) pupil correction of their own papers with written comments by the teacher. The results of the next spelling tests served as the criterion of treatment effect. The following results were obtained: (1) Children who received written teacher comments performed better beyond the .01 level of significance than pupils who received no comment. (2) Students from low socioeconomic areas or in low spelling groups responded more favorable to written comments than students from high socioeconomic areas or in high spelling groups. (3) No difference was found in response to comments between fourth- and sixth-grade students or between sexes. (Author/LH)
Descriptors: Achievement Gains, Educational Testing, Evaluation Methods, Grade 4, Grade 6, Grading, Low Achievement, Socioeconomic Background, Spelling, Spelling Instruction, Student Attitudes, Student Evaluation, Student Motivation, Student Teacher Relationship, Teaching Methods
University Microfilms, A Xerox Company, 300 N. Zeeb Rd., Ann Arbor, Michigan 48103 (Order No. 67-9653, MF $3.00, Xerography $7.00)
Publication Type: N/A
Education Level: N/A
Authoring Institution: N/A
Note: Ed.D. Dissertation, University of California, Los Angeles.