The Effects of Feedback on E-mail Journal Writing of Ninth Grade Algebra Students' Achievement and Attitudes Toward Mathematics PDF Download
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Author: Kimberly Horton
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 140
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Book Description
Author: Kimberly Horton
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 140
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Book Description
Author: Nicholas M. Neeb
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 144
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Book Description
Author: Leslie K. Ebersold
Publisher:
ISBN:
Category : Diaries
Languages : en
Pages : 94
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 354
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Book Description
Author: Deborah June Burnett Thompson
Publisher:
ISBN: 9780549080282
Category : Algebra
Languages : en
Pages : 237
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Book Description
The double-blind study used two intact ninth grade high school Algebra One classes for a total sample size of 46. Within each of the classes the participants were assigned randomly to one of three treatment groups: self-referenced feedback, social-referenced feedback, and a control group. Self-referenced feedback compared the student's performance to his or her previous performances. Social-referenced feedback compared the student's performance to that of the other students in the class. The control group did not receive comparative feedback but innocuous comments such as "study your notes before class."
Author: Susan M. Brookhart
Publisher: ASCD
ISBN: 141662306X
Category : Education
Languages : en
Pages : 154
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Book Description
Properly crafted and individually tailored feedback on student work boosts student achievement across subjects and grades. In this updated and expanded second edition of her best-selling book, Susan M. Brookhart offers enhanced guidance and three lenses for considering the effectiveness of feedback: (1) does it conform to the research, (2) does it offer an episode of learning for the student and teacher, and (3) does the student use the feedback to extend learning? In this comprehensive guide for teachers at all levels, you will find information on every aspect of feedback, including • Strategies to uplift and encourage students to persevere in their work. • How to formulate and deliver feedback that both assesses learning and extends instruction. • When and how to use oral, written, and visual as well as individual, group, or whole-class feedback. • A concise and updated overview of the research findings on feedback and how they apply to today's classrooms. In addition, the book is replete with examples of good and bad feedback as well as rubrics that you can use to construct feedback tailored to different learners, including successful students, struggling students, and English language learners. The vast majority of students will respond positively to feedback that shows you care about them and their learning. Whether you teach young students or teens, this book is an invaluable resource for guaranteeing that the feedback you give students is engaging, informative, and, above all, effective.
Author: Dawn E. Digmann
Publisher:
ISBN:
Category : Students
Languages : en
Pages : 77
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Book Description
The demands of local, state, and national mandates on the classroom teacher became overwhelming to me. I decided that it must be possible to work towards several goals without doing several tasks. As a result, I implemented writing would affect student achievement. The study was implemented with 22 pre-calculus students during the first nine-week term of 2007-2008 school year at Benton Community Schools. Existing student attitudes towards math were assessed with a survey at the beginning of the study and reassessed at the conclusion of the study. A pretest of pre-calculus concepts was given at the beginning and at the conclusion of the study. Questions were split between skill-based questions, which required a numeric response, and conceptual-based questions, which required a numeric response, and conceptual-based questions, which required a written explanation. Students also wrote in a journal an average of two times per week. Two formal writing assignments were also given throughout the nine-week study. Results showed an increase in the number of students showing a positive attitude towards math along with an increase in student achievement. These results may be due to the implementation of writing in the mathematic curriculum.
Author: MaryAnn Brown
Publisher:
ISBN:
Category : High school students
Languages : en
Pages : 106
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Book Description
Author: Julianna L. Konitsky
Publisher:
ISBN:
Category : Algebra
Languages : en
Pages : 94
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Book Description
Author: Jim R. Peterson
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 92
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Book Description
The purpose of this study was to determine if written teachers feedback on student work in math made a significant increase in overall achievement. This study was done within two strategic math courses over a nine-week period. Students in both classes were given feedback on half their daily assignments. The work was then checked and handed back with a number correct. A comparative analysis was done to see how many students in each class mad corrections to their work with comments as opposed to those without comments. Pretests and posttests were also used to better illustrate if the written feedback made more long-term effects on student achievement. Students were also asked to complete a survey about their use, likes and dislikes of the written teacher feedback on their daily work. The data showed written teacher feedback had little affect on a students' likeliness to make a correction to daily work. All students did show growth from pretest to posttest though, with many students commenting on how the written comments helped them learn and prepare better for tests.
