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dc.contributor.advisorHallman, Heidi L.
dc.contributor.authorGolden, Charles Hurst
dc.date.accessioned2012-06-03T14:51:00Z
dc.date.available2012-06-03T14:51:00Z
dc.date.issued2011-12-31
dc.date.submitted2011
dc.identifier.otherhttp://dissertations.umi.com/ku:11887
dc.identifier.urihttp://hdl.handle.net/1808/9749
dc.description.abstractEnglish language arts teachers committed to the teaching of writing must allocate substantial time and energy to the evaluation of student essays. And in doing so, these teachers wrestle with at least two star-crossed expectations. First, they must fulfill the institutional obligation of making reliable holistic judgments of the papers they receive, stratifying papers according to their successes against a set of stipulated criteria. Second--and more importantly for the sake of teaching and learning--they must also be the providers of insightful, inviting feedback that promotes rather than hinders students` progress toward robust literacies. The qualities of such feedback, having been studied by Kluger and DeNisi (1996), Hattie and Timperley (2007), and others, have recently been made available to classroom practitioners in Brookhart`s How to Give Effective Feedback to Your Students (2008). The current study leverages Brookhart`s transmission of previous research to investigate how teachers might improve their feedback characteristics by way of a self-evaluation routine administered to students prior to the submission of so-called final-draft essays. Specifically, the study tested teachers` scoring and feedback practices, with respect to their work on stronger and weaker essays across control and experimental conditions pertaining to the absence or presence of simulated self-evaluative comments by student authors. Scoring practices were considered by way of group means, distributions, and intraclass correlations of participating teachers` evaluative scores; similarly these teachers` feedback was coded according to criteria suggested by Brookhart, and then compared by way of a 2x2 ANOVA comparison of feedback variances across stronger and weaker papers under control and experimental conditions. The analyses of these data demonstrated a medium-sized positive effect for the desirable feedback trait of focus on self-regulation (partial ç2 = 0.079), as well as a small-sized positive effect for the desirable trait of comparisons to an imaginable previous or successive draft (partial ç2 = 0.032). These desirable improvements in feedback were accompanied while maintaining comparative stability in the grades imposed by teachers, limiting the concern that a "friendlier" approach derived from principles in interpersonal psychology (Heider, 1958) might somehow weaken the integrity of rigor in scoring.
dc.format.extent205 pages
dc.language.isoen
dc.publisherUniversity of Kansas
dc.rightsThis item is protected by copyright and unless otherwise specified the copyright of this thesis/dissertation is held by the author.
dc.subjectLanguage arts
dc.subjectSecondary education
dc.subjectFeedback
dc.subjectSecondary
dc.subjectWriting
dc.titleThe Effects of a Simulated Self-Evaluative Routine on Teachers' Grades, Intraclass Correlations, and Feedback Characteristics
dc.typeDissertation
dc.contributor.cmtememberMcKnight, Phil
dc.contributor.cmtememberFrey, Bruce
dc.contributor.cmtememberMahlios, Marc
dc.contributor.cmtememberMassengill-Shaw, Donita
dc.thesis.degreeDisciplineCurriculum and Teaching
dc.thesis.degreeLevelPh.D.
kusw.oastatusna
kusw.oapolicyThis item does not meet KU Open Access policy criteria.
kusw.bibid7643140
dc.rights.accessrightsopenAccess


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