TY - JOUR
T1 - Formative assessment and writing
T2 - A meta-analysis
AU - Graham, Stephen
AU - Hebert, Michael
AU - Harris, Karen
N1 - Publisher Copyright:
© 2015, The University of Chicago. All rights reserved.
PY - 2015/7/2
Y1 - 2015/7/2
N2 - To determine whether formative writing assessments that are directly tied to everyday classroom teaching and learning enhance students’ writing performance, we conducted a meta-analysis of true and quasi-experiments conducted with students in grades 1 to 8. We found that feedback to students about writing from adults, peers, self, and computers statistically enhanced writing quality, yielding average weighted effect sizes of 0.87, 0.58, 0.62, and 0.38, respectively. We did not find, however, that teachers’ monitoring of students’ writing progress or implementation of the 6 + 1 Trait Writing model meaningfully enhanced students’ writing. The findings from this meta-analysis provide support for the use of formative writing assessments that provide feedback directly to students as part of everyday teaching and learning. We argue that such assessments should be used more frequently by teachers, and that they should play a stronger role in the Next-Generation Assessment Systems being developed by Smarter Balanced and PARCC.
AB - To determine whether formative writing assessments that are directly tied to everyday classroom teaching and learning enhance students’ writing performance, we conducted a meta-analysis of true and quasi-experiments conducted with students in grades 1 to 8. We found that feedback to students about writing from adults, peers, self, and computers statistically enhanced writing quality, yielding average weighted effect sizes of 0.87, 0.58, 0.62, and 0.38, respectively. We did not find, however, that teachers’ monitoring of students’ writing progress or implementation of the 6 + 1 Trait Writing model meaningfully enhanced students’ writing. The findings from this meta-analysis provide support for the use of formative writing assessments that provide feedback directly to students as part of everyday teaching and learning. We argue that such assessments should be used more frequently by teachers, and that they should play a stronger role in the Next-Generation Assessment Systems being developed by Smarter Balanced and PARCC.
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U2 - 10.1086/681947
DO - 10.1086/681947
M3 - Article
AN - SCOPUS:84934760983
SN - 0013-5984
VL - 115
SP - 523
EP - 547
JO - Elementary School Journal
JF - Elementary School Journal
IS - 4
ER -