Identifying Zones of Targeted Feedback for Writing With Unfolding Models

• In Event: Rasch Models: Considerations and Use

Abstract

Formative assessments are used to identify student strengths and weaknesses, but they frequently do not identify targeted feedback strategies for improving student achievement. The study introduces the concept of Zones of Targeted Feedbacks (ZTFs) for identifying optimal feedback strategies that can be used for improving student writing. We suggest a non-cumulative process for linking feedback strategies and achievement levels. The goal is to map the connections between student achievement and the identification of feedback strategies in order to move student achievement along the continuum. The study offers an unfolding model to identify and improve the effectiveness of teacher feedback strategies linked to levels of student achievement within the context of middle school writing assessment to guide advances in classroom assessments.

Authors

• Ye Yuan, University of Georgia

• George Engelhard, University of Georgia