Title:
Engaging students in the assessment process: a quantitative study of peer- and self-assessment
Author:
Jason E. Bowman
Thesis Advisor:
Patrica Dwyer
Committee Member:
Mark Fenster
Committee Member:
Margaret Ellen Mahoney
Degree Granting Institution:
Notre Dame of Maryland University--School of Education
Place:
Baltimore (Md.)
Publisher:
Notre Dame of Maryland University
Date Created:
2017
Type of Resource:
text
Genre:
thesis
Language:
eng
Format:
application/pdf
Physical Form:
electronic
Digital Source:
born digital
Abstract:
English teachers spend many hours providing feedback on student papers. They do this in spite of decades of research suggesting that teacher comments are “exercise in futility” (Knoblauch and Brannon, 1981). If teacher comments do not promote learning and improvement, what methods do? This study investigated this question. Using data drawn from 323 students enrolled in 18 sections of high school English students at three public high school, the study found that engaging students in the assessment process - through evaluating anchor papers and peer-and self-assessing - produces greater improvements than teacher feedback. The increase was 1.17 points on average and the effect size was .91. These results should encourage teachers to cede control of the assessment process to students to achieve more robust results.
Degree:
Doctor of Philosophy
Level:
Doctoral
Discipline:
Educational Leadership for Changing Populations
Restrictions on Access:
Author has given permission to make this work available online.
Use and Reproduction:
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Identifier:
BowmanJE-17
