Doctor of Philosophy
Education, Educational Psychology
Date of Defense
Margaret W. Cohen, Ph.D.
Cody Ding, Ph.D.
Therese Macan, Ph.D.
Virginia Navarro, Ph.D.
This research was a field-based investigation into the impact of written feedback on students' perceptions, motivation, and academic performance. Seventy-nine fourth grade students, from five elementary classrooms participated in two studies. Study 1 (n=15) was an ABAB-type, reversal design, intended to provide support for a cause-and-effect relationship between feedback scores (i.e., a rubric-based evaluation of teacher's written feedback) and feedback effectiveness (i.e., a survey-based measure of students' views on the value of written feedback). Study 2 (n=64) was a quasi-experimental study intended to demonstrate: a) the relationship between feedback scores and feedback effectiveness, b) an association between feedback effectiveness and academic motivation, c) an association between feedback effectiveness and academic performance, and d) a curvilinear relationship between assignment grade and feedback scores. An analysis of covariance (ANCOVA) confirmed that the experimental group reported a significantly higher level of Learning Goal Orientation, one aspect of academic motivation (p<.05). A General Linear Model Repeated Measures procedure found support for relationships between feedback scores and feedback effectiveness, and between assignment grade and feedback scores. The research was unable to demonstrate a relationship between feedback effectiveness and academic performance. The potential motivational and educational benefits of enhanced written feedback are discussed, and recommendations for implementation are offered.
Waddell, Craig Alan, "The effects of negotiated written feedback within formative assessment on fourth grade students' motivation and goal orientations" (2004). Dissertations. 627.