Teacher Feedback Versus Annotated Exemplars: Examining the Effects on Middle School Students' Writing Performance

• In Event: AERA Graduate Student Research in Progress Roundtable Session One
  In Roundtable Session: Examining Literacy Development and Writing Performance and Discourse of Adolescents (Table 8)

Abstract

The current study investigated students' improvement on a writing task following the use of annotated exemplars, teacher comments, and the combination of both approaches. A sample of 94 middle school students (age: M = 12.42, SD = 0.96) from a private school in Brazil was randomly assigned to one of three feedback conditions: annotated exemplars, traditional corrective feedback provided by the teacher, and both annotated exemplars and traditional corrective feedback. Participants were asked to write an essay and then revise it by using teacher comments or annotated exemplars (or both). Results showed improvements in students' writing from first to second draft, but no statistically significant differences among the groups were found. Moreover, we found an effect of gender on performance improvement as well as an interaction between grade level and condition. These results show the promise of annotated exemplars in facilitating students' effective feedback generation while significantly reducing teachers' time investment.

Author

• Ligia Tomazin, Graduate Center - CUNY
  Presenting Author