This study examined written feedback as an element of formative assessment and examined the relationship between teachers' background characteristics and their written feedback to English language learner students at the middle school level. Among the key areas of interest were teachers' own language learning experience, their experiences teaching ELLs, and their understandings and views regarding the purpose of written feedback. A mixed-methods approach was utilized, resulting in quantitative data from a survey questionnaire and qualitative data from a think-aloud procedure where teachers were asked to review two of their own students' writing. The data together showed that teachers who more recently entered the workforce were more likely to see written feedback as linked to formative assessment than teachers with many years of experience. Also, teachers more often referred to their knowledge of ELL students based on their professional experiences in teaching ELL student when providing rationales for their written feedback strategies and choices. The study also revealed that while teachers may appear to focus overwhelmingly on surface-level aspects of writing rather than abstract deep-level aspects, they may not necessarily address such surface-level aspects in verbal follow-ups. Finally, teachers' written feedback content-wise was fairly comparable between ELL and non-ELL writing, even when teachers noticed that a feature of writing was ELL-specific. This raised the question of differentiation of feedback and the role of different feedback modalities with ELL students.Due to the low number of respondents (n=25) on the written response section of the survey as well as the tendency to decline ... The second two rows details the written feedback for the English Only samples: essay 3 (E3) and essay 4 (E4).
|Title||:||"Informative Assessment": Investigations of Teachers' Written Feedback with Middle School English Language Learners|
|Publisher||:||ProQuest - 2007|