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Eighth-grade writing: A mixed-method...

Thomas, Ebony N.

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Eighth-grade writing: A mixed-methods study of the impact of criterion-referenced peer feedback on students' writing achievement.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Eighth-grade writing: A mixed-methods study of the impact of criterion-referenced peer feedback on students' writing achievement./
Author:	Thomas, Ebony N.
Description:	186 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-05, Section: A, page: 1525.
Contained By:	Dissertation Abstracts International71-05A.
Subject:	Education, Language and Literature. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3398702
ISBN:	9781109723212

Eighth-grade writing: A mixed-methods study of the impact of criterion-referenced peer feedback on students' writing achievement.
Thomas, Ebony N.

Eighth-grade writing: A mixed-methods study of the impact of criterion-referenced peer feedback on students' writing achievement. - 186 p.

Source: Dissertation Abstracts International, Volume: 71-05, Section: A, page: 1525.

Thesis (Ph.D.)--Capella University, 2010.

Concern with the quality of student writing has been a recurrent aspect of the American educational landscape (National Writing Project and Nagin, Because writing matters: Improving student writing in our schools, 2006). Teachers, nationwide, struggle with the accountability of improving students' writing. This study used a mixed-methods methodology, specifically, the Embedded Design-experimental model, in order to assess the overall impact that criterion-referenced peer feedback had on eighth-grade students' writing achievement. Throughout the study, quantitative and qualitative data were collected and analyzed concurrently in order to determine the following: (a) if and to what extent did criterion-referenced peer feedback impact eighth grade students' writing achievement, (b) whether certain domains of the Georgia Grade 8 Writing Assessment Rubric were more impacted by peer feedback than others, (c) what were teachers' perceptions of students' use of criterion-referenced peer feedback, and (d) what specific changes emerged in students' writing skills as a result of using criterion-referenced peer feedback. In order to evaluate the effect of criterion-referenced peer feedback on eighth-grade students' writing achievement, student pre- and post-writing assessment data, teacher observation data, teacher documentation logs, and teacher interview data were collected and analyzed. Overall, the empirical results of this study indicate that students who use criterion-referenced peer feedback in the classroom have a statistically greater increase in their performance when compared based on their growth from the pretest to the posttest, and the teacher who incorporated criterion-referenced peer feedback spoke favorably of the treatment and reported impressive growth in the quality of her students' writing as a result of it.

ISBN: 9781109723212Subjects--Topical Terms:

1018115
Education, Language and Literature.

Eighth-grade writing: A mixed-methods study of the impact of criterion-referenced peer feedback on students' writing achievement.
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100 1 $a Thomas, Ebony N. $3 1673370
245 1 0 $a Eighth-grade writing: A mixed-methods study of the impact of criterion-referenced peer feedback on students' writing achievement.
300 $a 186 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-05, Section: A, page: 1525.
500 $a Adviser: Deborah Gilbert.
502 $a Thesis (Ph.D.)--Capella University, 2010.
520 $a Concern with the quality of student writing has been a recurrent aspect of the American educational landscape (National Writing Project and Nagin, Because writing matters: Improving student writing in our schools, 2006). Teachers, nationwide, struggle with the accountability of improving students' writing. This study used a mixed-methods methodology, specifically, the Embedded Design-experimental model, in order to assess the overall impact that criterion-referenced peer feedback had on eighth-grade students' writing achievement. Throughout the study, quantitative and qualitative data were collected and analyzed concurrently in order to determine the following: (a) if and to what extent did criterion-referenced peer feedback impact eighth grade students' writing achievement, (b) whether certain domains of the Georgia Grade 8 Writing Assessment Rubric were more impacted by peer feedback than others, (c) what were teachers' perceptions of students' use of criterion-referenced peer feedback, and (d) what specific changes emerged in students' writing skills as a result of using criterion-referenced peer feedback. In order to evaluate the effect of criterion-referenced peer feedback on eighth-grade students' writing achievement, student pre- and post-writing assessment data, teacher observation data, teacher documentation logs, and teacher interview data were collected and analyzed. Overall, the empirical results of this study indicate that students who use criterion-referenced peer feedback in the classroom have a statistically greater increase in their performance when compared based on their growth from the pretest to the posttest, and the teacher who incorporated criterion-referenced peer feedback spoke favorably of the treatment and reported impressive growth in the quality of her students' writing as a result of it.
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773 0 $t Dissertation Abstracts International $g 71-05A.
790 1 0 $a Gilbert, Deborah, $e advisor
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790 1 0 $a Felix, Dionne $e committee member
790 $a 1351
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3398702