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- W3168869912 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 intervention's positive impact on feedback effectiveness. • Examined a teacher professional learning intervention in student-centred feedback. • Used a quasi-experimental design to examine feedback effects on student writing. • Findings show larger achievement gains for intervention than comparison group. • Several student-centred feedback practices were associated with achievement gains. • Findings inform recommendations for teacher professional learning in feedback." @default.
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- W3168869912 date "2021-09-01" @default.
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- W3168869912 title "Teachers activating learners: The effects of a student-centred feedback approach on writing achievement" @default.
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- W3168869912 doi "https://doi.org/10.1016/j.tate.2021.103387" @default.
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