Feedback Literacy for Secondary Students
type: CreativeWork
description: Background: College readiness has been an issue for decades in the secondary educational setting. Predictors of college readiness to consider are the ability to write well, to accept criticism and to adjust which are also valuable skills outside of academia. A writing class is the ideal place to explore the development of these skills. In urban settings too often, there is little writing practice, or it is dispensed with altogether due to the time it takes an instructor to review. Teaching students to give each other more useful feedback could potentially lead to more intellectual gains. Currently the research that has been conducted in feedback literacy is mostly at the post-secondary level. Purpose: The study aimed to explore the ways in which a secondary educator could implement a curriculum to assist students in developing their skills for giving and receiving feedback while recognizing the hallmarks of quality writing and the ability to apply this knowledge to their own work. The research questions are: How can a high school English instructor teach secondary students to give and receive purposeful feedback? and What does survey information reveal about student attitudes regarding feedback? Methods: The approach is a qualitative self-study in which archival data from surveys collected as part of the curriculum were coded thematically. The themes that emerged from the student surveys were the basis for creating the criteria used in the rubric to determine improvements in the giving of feedback. The documents for review included de-identified student work along with survey responses, the two feedback tools (the glow and grow peer edit form and a single point rubric). Journal entries of the participant and a video recorded lesson were also examined. Trustworthiness was established as the full “data corpus” was combed through and themes were adjusted to determine feedback effectiveness. The adjustment and readjustment of subthemes, using open coding methods, provid…
abstract: Background: College readiness has been an issue for decades in the secondary educational setting. Predictors of college readiness to consider are the ability to write well, to accept criticism and to adjust which are also valuable skills outside of academia. A writing class is the ideal place to explore the development of these skills. In urban settings too often, there is little writing practice, or it is dispensed with altogether due to the time it takes an instructor to review. Teaching students to give each other more useful feedback could potentially lead to more intellectual gains. Currently the research that has been conducted in feedback literacy is mostly at the post-secondary level. Purpose: The study aimed to explore the ways in which a secondary educator could implement a curriculum to assist students in developing their skills for giving and receiving feedback while recognizing the hallmarks of quality writing and the ability to apply this knowledge to their own work. The research questions are: How can a high school English instructor teach secondary students to give and receive purposeful feedback? and What does survey information reveal about student attitudes regarding feedback? Methods: The approach is a qualitative self-study in which archival data from surveys collected as part of the curriculum were coded thematically. The themes that emerged from the student surveys were the basis for creating the criteria used in the rubric to determine improvements in the giving of feedback. The documents for review included de-identified student work along with survey responses, the two feedback tools (the glow and grow peer edit form and a single point rubric). Journal entries of the participant and a video recorded lesson were also examined. Trustworthiness was established as the full “data corpus” was combed through and themes were adjusted to determine feedback effectiveness. The adjustment and readjustment of subthemes, using open coding methods, provid…
author: Thiem, Suzanne Adele
language: English
keywords: Education, Curriculum and Instruction, Education, Language and Literature
date published: 2023-12
date modified: 2026-07-24T02:33:06Z
provider: University of Houston
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Houston

PropertyValue
property ID: Handle
value: https://hdl.handle.net/10657/21047