Date of Award

2019

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education

Abstract

The purpose of this quantitative study was to analyze the impact of feedback and its components on student achievement on the sophomore English 10 End-of-Course Assessment (ECA) in Indiana high schools. One of the top controllable learning influences in schools is feedback (Hattie, 2009). Hattie (2009) commented, The most powerful single influence enhancing achievement is feedback” (p. 12). Understanding and recognizing the power of feedback further emphasizes its importance. The outcome of this study informs teachers and school leaders about the effectiveness of feedback and its component parts in student learning and achievement. Quantitative data on the Progress Monitoring and Feedback section from the eleot® and English 10 ECA scores were collected and analyzed from each Indiana high school that was researched. From these quasi-experimental data, the impact of feedback on student achievement on the Indiana English 10 ECA was measured using hierarchical linear regression. In addition, hierarchical multiple regression revealed which parts of the Progress Monitoring and Feedback section (Asked, Responds, Shows, Assessed, and Revises) on the eleot® led to significant differences in pass rates on the Indiana English 10 ECA. In this study, no statistical significance was found on the impact of the overall eleot® feedback scores or of each component part of the eleot® Progress Monitoring and Feedback section on the Indiana English 10 ECA scores. As a result of these findings, all null hypotheses were retained.

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