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

Australian Council for Educational Research (ACER)

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

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
Journal	Teaching and Teacher Education
Volume	105
DOIs	https://doi.org/10.1016/j.tate.2021.103387
Publication status	Published - Sept 2021

Keywords

Year 4 writing
effectiveness
feedback
professional learning

Disciplines

Educational Assessment, Evaluation, and Research
Teacher Education and Professional Development
Language and Literacy Education

Access to Document

10.1016/j.tate.2021.103387Licence: Unspecified

https://doi.org/10.1016/j.tate.2021.103387

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 = "Year 4 writing, effectiveness, feedback, professional learning",

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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T1 - Teachers activating learners: 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

N1 - Brooks, C., Burton, R., van der Kleij, F., Ablaza, C., Carroll, A., Hattie, J., & Neill, S. (2021). Teachers activating learners: The effects of a student-centred feedback approach on writing achievement. Teaching and Teacher Education, 105, 103387. https://doi.org/10.1016/j.tate.2021.103387

PY - 2021/9

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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.

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KW - effectiveness

KW - feedback

KW - professional learning

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