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Formative Assessment Through Written Feedback: Examining Elementary School Teachers' Written Feedback Beliefs And Practices, And The Effect Of Models On Written Feedback, Caterina Almendral
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The current study explored three main aspects relating to the use of written feedback as a formative assessment tool: the types (form or content) of written feedback provided by elementary school teachers and the levels (task, process-Self-Regulation) at which those types of feedback are provided; whether elementary school teacher beliefs about written feedback principles and their own written feedback practice correspond to the actual written feedback they provide; and whether exposure to a model of written feedback influences teacher written feedback practice.
Data were collected from 188 elementary school teachers spirally assigned to five groups (four treatment, one control). Treatment ...