Journal article

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

TEACHING AND TEACHER EDUCATION | PERGAMON-ELSEVIER SCIENCE LTD | Published : 2021

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 interventi..

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Grants

Awarded by Australian Government through the Australian Research Council


Funding Acknowledgements

This research was supported by the Australian Government through the Australian Research Council [LP160101604] .