Publication Date
2008
Document Type
Dissertation/Thesis
First Advisor
Malecki, Christine K.
Degree Name
Ph.D. (Doctor of Philosophy)
Legacy Department
Department of Psychology
LCSH
Elementary education; Educational psychology; Rhetoric; Curriculum planning
Abstract
The current study investigated the effects of peer-mediated goal setting and feedback on curriculum-based measurement indices of written expression. Participants were 106 students in six 5th-grade classrooms completed bi-weekly writing probes and classrooms were randomly assigned to an experimental or control condition. Students in the experimental group received peer-mediated goal setting and feedback and students in the control condition did not receive any information regarding performance or goals. The results revealed that students in the experimental group outperformed students in the control condition on the Total Words Written index over time. The results also indicated that students in the experimental classrooms had significantly higher rates of growth on the Total Words Written, Words Spelled Correctly, and Correct Writing Sequences indices. Rates of growth for the Percentage of Words Spelled Correctly, Percentage of Correct Writing Sequences, and Correct Minus Incorrect Writing Sequences indices were similar. The current study also found that students in the experimental classrooms had significantly higher final performance scores than those in control classrooms on the Total Words Written, Words Spelled Correctly, Correct Writing Sequences, and Correct Minus Incorrect Writing Sequences indices. Finally, results of the current study indicated that teachers indicated high levels of acceptability for peer-mediated interventions in the area of written expression when compared to interventions that fail to provide any feedback to students.
Recommended Citation
Alitto, Julianna M., "The effects of peer-mediated goal setting and performance feedback on curriculum-based measurement indices of written expression" (2008). Graduate Research Theses & Dissertations. 5680.
https://huskiecommons.lib.niu.edu/allgraduate-thesesdissertations/5680
Extent
vii, 160 pages
Language
eng
Publisher
Northern Illinois University
Rights Statement
In Copyright
Rights Statement 2
NIU theses are protected by copyright. They may be viewed from Huskie Commons for any purpose, but reproduction or distribution in any format is prohibited without the written permission of the authors.
Media Type
Text
Comments
Includes bibliographical references (pages 124-130)