| Description |
This study investigated the effects of four different forms of feedback on alleviating the stress teachers face when managing time spent on assessing work, while identifying which method improved student results. Students involved in this study were given comments using a "traditional," "online," "multi-‐media," and Utah Write Online Assessment method of feedback. My goal was to find an assessment method that lessened the amount of time teachers spend on grading, while improving the writing skills of students. To come to this conclusion, I monitored the benefits and shortcomings of a variety of feedback methods. I also surveyed and interviewed my students to determine which method of feedback they felt had the greatest impact on their writing. Finally, I collected scores on sub-‐sequential writing assessments, as well as rewrites on the various prompts given during this study. This mixed method, teacher action research approach allowed me to identify the most effective way to assess my students in the future. The Utah Write Online Assessment program was the most beneficial in eliminating time spent on grading, but it did not show dramatic improvements in student writing. The "multi-‐media" was the most effective in improving student results while saving time for teachers. More importantly, this study revealed that the method of feedback is secondary to the relationship that is formed between the student and the teacher. |
