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ERIC Number: ED529623
Record Type: Non-Journal
Publication Date: 2011-Dec-12
Pages: 21
Abstractor: As Provided
Reference Count: 21
Impact of Students' Self-Assessment and Creation of Personal Learning Targets on Reading Comprehension and Attitudes in Elementary Schools
Burdon, Paula C.; Flowers, Jennifer D.; Manchak, Sara C.
Online Submission
There is a rising concern among educators today related to student success on end-of-year state academic assessments, especially in reading. A quasi-experimental, pre- and post-test design with a comparison group was used to look at the impact of teacher-modeled and -guided students' self-assessment and setting of learning targets on reading comprehension for fourth grade students (N = 54) considered to be "at-risk." The pre- and post-test measures included the Reading Diagnostic Assessment, interviews, and a questionnaire. Analysis of the data was conducted using an independent-sample t-test. The teaching and learning were aligned with Common Core in English Language Arts, also known as the Kentucky Core Academic Standards. The findings suggested that the use of students' self-assessment and creation of individual learning goals positively impacted reading comprehension and attitudes toward reading in the treatment group. Implications for practice are discussed. Questionnaire is appended. (Contains 2 figures and 1 table.) [This classroom action research project was supported by the Gheens Institute for Innovation and Spalding University.]
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: Elementary Education; Grade 4; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kentucky