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ERIC Number: ED120801
Record Type: RIE
Publication Date: 1975
Pages: 109
Abstractor: N/A
Reference Count: N/A
Effect of Feedback on Performance on a Creative Writing Task.
Wolter, Daniel Ralph
The purpose of this study was to determine what kind of feedback would be most effective in helping students improve their writing and in what manner it should be provided. Feedback was provided on a specific writing task, the short autobiographical narrative. Improvement was measured by scales of the three variables: completeness, development, and length. Three conditions of feedback were provided: quantitative positive student self-feedback through the feedback form, quantitative positive feedback through teacher assessment using the same form, and teacher corrective feedback through written final comments based on the criteria of the feedback form. A control group, no feedback, was included. Subjects were 35 sixth grade students, in two classrooms, randomly assigned to one of the four treatment groups. Changes were measured by pre- and posttest changes in narratives. All experimental conditions produced significant changes compared with the control. There is some evidence that self-evaluation yields greater gains than teacher evaluation, however, further research is necessary to confirm these conclusions. (Author/LL)
University Microfilms, P.O. Box 1764, Ann Arbor, Michigan 48106 (Order No. 76-9548, MF$7.50, Xerography $15.00)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ph.D. Dissertation, The University of Michigan