MONITORING READING GROWTH USING STUDENT RECALLS - EFFECTS OF 2 TEACHER FEEDBACK-SYSTEMS
MONITORING READING GROWTH USING STUDENT RECALLS - EFFECTS OF 2 TEACHER FEEDBACK-SYSTEMS
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DOI：
10.1080/00220671.1989.10885938
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发表时间：
1989-11-01
影响因子：
2.1
通讯作者：
HAMLETT, CL
中科院分区：
文献类型：
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作者：
FUCHS, LS;FUCHS, D;HAMLETT, CL
本研究的目的是比较两种类型的教师反馈，使用一个持续的测量系统，涉及学生的表现上的阅读回忆任务。22名教师被随机分配到两个治疗组。在绩效指标反馈组，教师收到的图表显示学生的总数量的内容字复述随着时间的推移;在绩效指标与定性反馈组，教师收到的图表沿着的结构化分析的故事成分的学生包括在他们的回忆。教师们使用了15周的监测系统，41名学生有阅读问题。多元协方差分析结果显示，质性评量组教师所撰写的教学计画内容较具针对性，且对学生成长有较佳的影响。成就差异较大的结果措施更直接地涉及到正在进行的测量系统中嵌入的回忆任务。评估，教学规划和研究设计的影响进行了讨论。
The purpose of this study was to compare two types of teacher feedback, using an ongoing measurement system that involved students’ performance on a reading recall task. Twenty-two teachers were assigned randomly to two treatment groups. In the performance indicator feedback group, teachers received graphs that displayed students’ total number of content words retold over time; in the performance indicator with qualitative feedback group, teachers received graphs along with a structured analysis of the story components students included in their recalls. Teachers used the monitoring systems for 15 weeks, with 41 students with reading problems. Multivariate analyses of covariance indicated that teachers in the performance indicator with qualitative feedback group wrote more specific instructional plans and effected better growth with their pupils. Achievement differences were larger as the outcome measures related more directly to the recall task embedded within the ongoing measurement system. Implications for assessment, instructional planning, and research design are discussed.