175
Views
1
CrossRef citations to date
0
Altmetric
Original Articles

Poetry Feedback That Feeds Forward

A System of Formative Assessment Can Help Students Track Progress, Define and Set Goals on Their Own, Peer Evaluate More Effectively, and Ultimately Contribute to Gains in Both Academic Skills, Deep Learning, and Positive Attitudes Toward Poetry in General

References

  • Andrade, H., Du, Y., & Mycek, K. (2010). Rubric-referenced self-assessment and middle school students' writing. Assessment in Education, 17(2), 199–214.
  • Cauley M.C., & McMillan J.H. (2010). Formative Assessment techniques to support student motivation and achievement. Clearing House: A J. Edu. Strat., Issues and Ideas, 83(1): 1–6.
  • Duffy, G. G. (2002). The case for direct explanation of strategies. In. C. C. Block & M. Pressley (Eds.), Comprehension instruction: Research-based best practices (pp. 28–41). New York, NY: Guilford.
  • Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York, NY: Routledge.
  • Kamil, M. L. (2004). Vocabulary and comprehension instruction: Summary and implications of the National Reading Panel findings. In P. McCardle & V. Chhabra (Eds.), The voice of evidence in reading research (pp. 213–234). Baltimore, MD: Brookes.
  • Laud, L & Patel, P (2012). Using formative assessment to differentiate middle school literacy instruction. Thousand Oaks, CA: Corwin.
  • Marks, H. (2000). Student engagement in instructional activity: patterns in the elementary, middle, and high school years. American Educational Research Journal, 37, 153–184.
  • McTighe, J., & O'Connor, K. (2005). Seven practices for effective learning. Educational Leadership, 63(3), 10–17.
  • National Governors Association Center for Best Practices (2010). Council of Chief State School Officers, Common Core State Standards (English Language Arts). National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington D.C. Retrieved 11/6/12: http://www.corestandards.org/the-standards
  • Ross, J.A. (2006). The reliability, validity, and utility of self-assessment. Practical Assessment, Research and Evaluation, 11(10). Retrieved June 3, 2011, from http://pareonline.net/pdf/v11n10.pdf
  • Ruiz-Primo, M.A., & Furtak, E. M. (2006). Informal formative assessment and scientific inquiry: Exploring teachers’ practices and student learning. Educational Assessment, 11(2), 205–235.
  • Wininger, R. S. (2005). Using your tests to teach: Formative summative assessment. Teaching Psychology, 32(2), 164–166.
  • Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). San Diego, CA: Academic Press.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.