Teachers activating learners: The effects of a student-centred feedback approach on writing achievement

Cameron Brooks; Rochelle Burton; Fabienne Van der Kleij; Christine Ablaza; Annemaree Carroll; John Hattie; Sophia Neill

doi:10.1016/j.tate.2021.103387

Teachers activating learners: The effects of a student-centred feedback approach on writing achievement

Cameron Brooks, Rochelle Burton, Fabienne Van der Kleij, Christine Ablaza, Annemaree Carroll, John Hattie, Sophia Neill

Research output: Contribution to journal › Article › peer-review

41 Citations (Scopus)

Abstract

This study examined the impact of a teacher and school leader professional learning intervention on student writing achievement in Australian state primary schools. The six-month intervention was underpinned by a new student-centred feedback model. The study analysed student writing assessment data from 1060 Year 4 students across 13 intervention and 9 comparison schools. Results from multilevel analyses showed substantially larger achievement gains in the intervention group compared to the comparison group across two learning periods. Increased perceived helpfulness of several feedback strategies was associated with student achievement gains in the intervention group, showing the intervention's positive impact on feedback effectiveness.

Original language	English
Article number	103387
Number of pages	10
Journal	Teaching and Teacher Education
Volume	105
DOIs	https://doi.org/10.1016/j.tate.2021.103387
Publication status	Published - Sept 2021
Externally published	Yes

Keywords

Feedback
Writing
Achievement
Student-centred
Professional learning
Assessment

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1016/j.tate.2021.103387Licence: In Copyright

Cite this

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title = "Teachers activating learners: The effects of a student-centred feedback approach on writing achievement",

abstract = "This study examined the impact of a teacher and school leader professional learning intervention on student writing achievement in Australian state primary schools. The six-month intervention was underpinned by a new student-centred feedback model. The study analysed student writing assessment data from 1060 Year 4 students across 13 intervention and 9 comparison schools. Results from multilevel analyses showed substantially larger achievement gains in the intervention group compared to the comparison group across two learning periods. Increased perceived helpfulness of several feedback strategies was associated with student achievement gains in the intervention group, showing the intervention's positive impact on feedback effectiveness.",

keywords = "Feedback, Writing, Achievement, Student-centred, Professional learning, Assessment",

author = "Cameron Brooks and Rochelle Burton and {Van der Kleij}, Fabienne and Christine Ablaza and Annemaree Carroll and John Hattie and Sophia Neill",

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doi = "10.1016/j.tate.2021.103387",

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T2 - The effects of a student-centred feedback approach on writing achievement

AU - Brooks, Cameron

AU - Burton, Rochelle

AU - Van der Kleij, Fabienne

AU - Ablaza, Christine

AU - Carroll, Annemaree

AU - Hattie, John

AU - Neill, Sophia

PY - 2021/9

Y1 - 2021/9

N2 - This study examined the impact of a teacher and school leader professional learning intervention on student writing achievement in Australian state primary schools. The six-month intervention was underpinned by a new student-centred feedback model. The study analysed student writing assessment data from 1060 Year 4 students across 13 intervention and 9 comparison schools. Results from multilevel analyses showed substantially larger achievement gains in the intervention group compared to the comparison group across two learning periods. Increased perceived helpfulness of several feedback strategies was associated with student achievement gains in the intervention group, showing the intervention's positive impact on feedback effectiveness.

AB - This study examined the impact of a teacher and school leader professional learning intervention on student writing achievement in Australian state primary schools. The six-month intervention was underpinned by a new student-centred feedback model. The study analysed student writing assessment data from 1060 Year 4 students across 13 intervention and 9 comparison schools. Results from multilevel analyses showed substantially larger achievement gains in the intervention group compared to the comparison group across two learning periods. Increased perceived helpfulness of several feedback strategies was associated with student achievement gains in the intervention group, showing the intervention's positive impact on feedback effectiveness.

KW - Feedback

KW - Writing

KW - Achievement

KW - Student-centred

KW - Professional learning

KW - Assessment

UR - http://purl.org/au-research/grants/ARC/LP160101604

U2 - 10.1016/j.tate.2021.103387

DO - 10.1016/j.tate.2021.103387

M3 - Article

SN - 0742-051X

VL - 105

JO - Teaching and Teacher Education

JF - Teaching and Teacher Education

M1 - 103387

ER -

Teachers activating learners: The effects of a student-centred feedback approach on writing achievement

Abstract

Keywords

UN SDGs

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