Abstract:
This thesis evaluates the effect of informed (task and process) feedback, on the writings of ten Year 5 and Year 6 students produced in the course of the teaching and learning of narrative writing. The classroom-based research investigates the interaction between students' cognitive behaviour and achievement while receiving the feedback. The feedback provided by the teacher is analysed to generate performance indicators. A documentary analysis of the student's writings, writing logs, and personal interviews together with surveys incorporates the data collection tools. This quantitative and qualitative data is analysed to identify what factors support and improve the students' writing achievements and progress.
Results show that, while general feedback appears to have little effect on the quality of writing, specific feedback leads to overall improvement. Though there is no apparent difference between the two types of specific feedback, a cumulative effect is found. The evidence suggests that the use of a writing log enhances the application of feedback in that students demonstrate a greater awareness and application of cognitive and meta-cognitive processes.
Several recommendations are made as a result of the evaluation and ways are suggested in which feedback can be enhanced. Among these is the use of student learning logs, as they provide information about how students are learning as well as providing a focus for teaching practice. The pedagogical implications of this research suggest that providing individual feedback on students' writing should improve instructional effectiveness.
