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Research has shown that giving quality feedback to students, which is an aspect of formative assessment, is a high-yield strategy that educators can use to advance academic achievement and support students in their learning process. The study took place in a Virginia school division where formative assessment was not a division-wide initiative used to increase student achievement. Therefore, the purpose of this qualitative case study was to identify the perceptions of teachers and students concerning formative feedback and distinguish the types of written feedback that may influence student learning. Bandura's social cognitive theory of self-efficacy and motivation provided the conceptual framework for this study. Teachers' and students' perspectives and student work samples were analyzed to determine the types of feedback that influenced students' learning in mathematics and to gain an understanding of teachers' and students' perceptions of written formative feedback. Data were collected through interviews with 10 elementary teachers and 20 elementary third through fifth grade students at 2 elementary schools and by collecting 318 work samples of these students. Themes emerged from inductive coding, and teachers' feedback was categorized using a feedback typology to determine the types of feedback teachers gave students. The teachers' and students' understanding of written formative feedback varied but both groups found written descriptive feedback aligned with learning outcomes were most beneficial. The results could serve to improve professional development for teachers on formative feedback, which could increase student learning.

This report describes a systematic procedure designed to give students pronunciation feedback on suprasegmental features of English in spontaneous production (rather than students' pronunciation during a read-aloud task). The procedure was developed to find out if written feedback (given frequently enough) could impact students' spontaneous production of suprasegmentals. Pronunciation feedback was given to the treatment group by marking transcripts of spontaneous speech with written symbols. Both the treatment group and the control group received form-focused pronunciation instruction. After 14 weeks, there was no significant difference between the groups, but there was a statistically significant improvement in students' comprehensibility overall (regardless of the feedback condition). Students were also surveyed to determine if either group perceived a greater benefit from the pronunciation instruction or if either group perceived a greater improvement in pronunciation. Surveys revealed a meaningful correlation between the group that received the treatment and the group that found the pronunciation instruction to be beneficial.

Thesis (Ph. D.)--University of Hong Kong, 2007. / Title proper from title frame. Also available in printed format.

<p>Syftet med undersökningen är att ta reda på i vilken utsträckning lärare kräver av sina elever att de skriftligen redovisar lösningar på matematikuppgifter de arbetar med, samt i vilken utsträckning lärarna tror att eleverna går tillbaka och reflekterar över sina uppgifter där skriftliga lösningar saknas när de rättar själva. Undersökningen är utförd genom en enkät samt tillhörande möjligheter för respondenterna att lämna egna kommentarer till frågorna. Studien visar att lärarnas önskan är att eleverna på något vis ska redovisa sina lösningar skriftligen samt gå tillbaka och reflektera när de rättar, men de kräver det inte av eleverna i någon större utsträckning. Eleverna rättar oftast själva, men lärarna kontrollerar emellanåt.</p>

Thesis (Ph.D.) OGI School of Science & Engineering at OHSU, April 2007. / Includes bibliographical references (leaves 189-206).

Thesis (Ph. D.)--University of Washington, 2006. / Vita. Includes bibliographical references (p. 254-264).

Syftet med undersökningen är att ta reda på i vilken utsträckning lärare kräver av sina elever att de skriftligen redovisar lösningar på matematikuppgifter de arbetar med, samt i vilken utsträckning lärarna tror att eleverna går tillbaka och reflekterar över sina uppgifter där skriftliga lösningar saknas när de rättar själva. Undersökningen är utförd genom en enkät samt tillhörande möjligheter för respondenterna att lämna egna kommentarer till frågorna. Studien visar att lärarnas önskan är att eleverna på något vis ska redovisa sina lösningar skriftligen samt gå tillbaka och reflektera när de rättar, men de kräver det inte av eleverna i någon större utsträckning. Eleverna rättar oftast själva, men lärarna kontrollerar emellanåt.

The role of gender, handwriting automaticity, reading proficiency, and verbal working memory in grade 4 and 5 students‟ (N = 42; 23 boys) performance on a curriculum-based measure of narrative writing was examined. Three outcomes were measured: total words written, correct minus incorrect word sequences (accurate production of spelling and grammar in-text), and composition quality. Gender (girls > boys) and handwriting automaticity were significant predictors of total words written, and gender (girls > boys), reading proficiency, and grade (5 > 4) significantly predicted correct minus incorrect word sequences scores. Total words written was the only significant predictor of composition quality. The results suggest that reading proficiency and handwriting automaticity should be assessed alongside written expression in order to identify children at risk for writing difficulties and to inform instructional recommendations for these individuals.

The role of gender, handwriting automaticity, reading proficiency, and verbal working memory in grade 4 and 5 students‟ (N = 42; 23 boys) performance on a curriculum-based measure of narrative writing was examined. Three outcomes were measured: total words written, correct minus incorrect word sequences (accurate production of spelling and grammar in-text), and composition quality. Gender (girls > boys) and handwriting automaticity were significant predictors of total words written, and gender (girls > boys), reading proficiency, and grade (5 > 4) significantly predicted correct minus incorrect word sequences scores. Total words written was the only significant predictor of composition quality. The results suggest that reading proficiency and handwriting automaticity should be assessed alongside written expression in order to identify children at risk for writing difficulties and to inform instructional recommendations for these individuals.