Malecki, Christine K.
Ph.D. (Doctor of Philosophy)
Department of Psychology
Elementary education||Educational psychology||Rhetoric||Curriculum planning
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.
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.
vii, 160 pages
Northern Illinois University
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