Formative assessment and writing: A meta-analysis

Elementary School Journal

Volumn 115, Issue 4, 2015, Pages 523-547

  Graham, Steve ^a   Hebert, Michael ^b   Harris, Karen R ^c  

^a ARIZONA STATE UNIVERSITY   (United States)

^b UNIVERSITY OF NEBRASKA LINCOLN   (United States)

^c ARIZONA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84934760983     PISSN: 00135984     EISSN: 15548279     Source Type: Journal    
DOI: 10.1086/681947     Document Type: Article

References (84)

1. ACT. (2005). College readiness standards. Iowa City: Author. Retrieved from www.act.org
2. *Adler, M. (1998). The effects of instruction in six trait writing on third grade students' writing abilities and attitudes toward writing (Unpublished master's thesis). Emporia State University, Emporia, KS.
3. Andrade, H. G., & Boulay. B. (2003). Role of rubric-referenced self-assessment in learning to write. Journal of Educational Research, 97, 21-34.
4. *Andrade, H. L., Du, Y., & Wang, X. (2008). Putting rubrics to the test: The effect of a model, criteria generation, and rubric-referenced self-assessment on elementary school students' writing. Educational Measurement: Issues and Practice, 27, 3-13.
5. Applebee, A., & Langer, J. (2006). The state of writing instruction: What existing data tell us. Albany, NY: Center on English Learning and Achievement.
6. *Arter, J. (1994). The impact of training students to be self-assessors of writing. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.
7. Assessment Reform Group. (2002). Assessment for learning: 10 principles. Retrieved from https:// castl.duq.edu/Conferences/Library03/PDF/Assessment/Ten_Principles.pdf
8. Bangert-Drowns, R. L., Hurley, M. M., & Wilkinson, B. (2004). The effects of school-based Writing-to-Learn interventions on academic achievement: A meta-analysis. Review of Educational Research, 74, 29-58.
9. Bangert-Drowns, R., Kulik, C., Kulik, J., & Morgan, M. (1991). The instructional effect of feedback in test-like events. Review of Educational Research, 61, 213-238.
10. *Benson, N. (1979). The effects of peer feedback during the writing process on writing performance, revision behavior, and attitude toward writing (Unpublished doctoral dissertation). University of Colorado, Boulder.
11. Black, P., & Wiliam, D. (1988). Inside the black box: Raising standards through classroom assessment. Phi Delta Kappan, 80, 139-148.
12. *Boscolo, P., & Ascorti, K. (2004). Effects of collaborative revision on children's ability to write understandable narrative text. In L. Allal, L. Chanquoy, & P. Largy (Eds.), Revision: Cognitive and instructional processes (pp. 157-170). Boston: Kluwer.
13. *Caccamise, D., Franzke, M., Eckhoff, A., Kintsch, E., & Kintsch, W. (2007). Guided practice in technology-based summary writing. In D. S. McNamara (Ed.), Reading comprehension strategies: Theory, interventions, and technologies. Mahwah, NJ: Erlbaum.
14. *Coe, M., Hanita, M., Nishioka, V., & Smiley, R. (2011). An investigation of the impact of the 6+1 Trait Writing model on grade 5 student writing achievement (NCEE 2012-4010). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
15. Collopy, R. M. B. (2008). Professional development and student growth in writing. Journal of Research in Childhood Education, 23, 163-178.
16. Common Core State Standards: National Governors Association and Council of Chief School Officers. (2010). Retrieved from http://www.corestandards.org/
17. Cook, T., & Campbell, D. (1979). Quasi-experimental design and analysis for field settings. Boston: Houghton Mifflin.
18. Cortina, J. M., & Nouri, H. (2000). Effect size for ANOVA designs (Vol. 129). Thousand Oaks, CA: Sage.
19. Crehan, K. D., & Curfman, M. (2003). Effect on performance of timely feedback on state writing assessments. Psychological Reports, 92, 1015-1021.
20. Culham, R. (2003). 6 + 1 Traits of Writing: The complete guide, grades 3 and up. New York: Scholastic.
21. Deno, S. (1985). Curriculum-based measurement: The emerging alternative. Exceptional Children, 52, 219-232.
22. *Fitzgerald, J., & Markham, L. (1987). Teaching children about revision in writing. Cognition and Instruction, 4, 3-24.
23. Fitzgerald, J., & Shanahan, T. (2000). Reading and writing relations and their development. Educational Psychologist, 35, 39-50.
24. Formative Assessment for Students and Teachers, State Collaborative on Assessment and Student Standards. (2008, October). Attributes of effective formative assessment. Paper prepared for the Formative Assessment for Teachers and Students State Collaborative on Assessment and Student Standards of the Council of Chief State School Officers. Washington, DC: Council of Chief State School Officers.
25. *Franzke, M., Kintsch, E., Caccamise, D., Johnson, N., & Dooley, S. (2005). Summary Street: Computer support for comprehension and writing. Journal of Educational Computing Research, 33, 53-80.
26. Fuchs, L.,&Fuchs, D. (1986). Effects of systematic formative evaluation on student achievement: A meta-analysis. Exceptional Children, 53, 199-208.
27. *Fuchs, L. S., Fuchs, D., & Hamlett, C. L. (1989). Computers and curriculum-based measurement: Teacher feedback systems. School Psychology Review, 18, 112-125.
28. *Fuchs, L. S., Fuchs, D., Hamlett, C. L., & Allinder, R. M. (1991a). Effects of expert system advice within curriculum-based measurement on teacher planning and student achievement in spelling. School Psychology Review, 20, 49-66.
29. *Fuchs, L. S., Fuchs, D., Hamlett, C. L.,&Allinder, R. M. (1991b). The contribution of skills analysis to curriculum-based measurement in spelling. Exceptional Children, 57, 443-448.
30. Gilbert, J., & Graham, S. (2010). Teaching writing to elementary students in grades 4 to 6: A national survey. Elementary School Journal, 110, 494-518.
31. Goertz, M., Olah, L., & Riggan, M. (2009, December). Can interim assessments be used for instructional change? Philadephia: CPRE.
32. Graham, S., Bollinger, A., Booth Olson, C., D'Aoust, C., MacArthur, C., McCutchen, D., & Olinghouse, N. (2012). Teaching writing in elementary school: A practice guide. Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
33. Graham, S., Harris, K. R., & Hebert, M. (2011). Informing writing: The benefits of formative assessment. Washington, DC: Alliance for Excellence in Education.
34. Graham, S., Harris, K. R., & Santangelo, T. (2015). Research-based writing practices and the Common Core: Meta-analysis and meta-synthesis. Elementary School Journal, 115, 498-522.
35. Graham, S., & Hebert, M. (2010). Writing to reading: Evidence for how writing can improve reading. Washington, DC: Alliance for Excellence in Education.
36. Graham, S., Hebert. M., & Harris, K. R. (2011). Throw em' out or make em' better? High-stakes writing assessments. Focus on Exceptional Children, 44, 1-12.
37. Graham, S., McKeown, D., Kiuhara, S., & Harris, K. R. (2012). A meta-analysis of writing instruction for students in the elementary grades. Journal of Educational Psychology, 104, 879-896.
38. Graham, S., & Perin, D. (2007a). Writing Next: Effective strategies to improve writing of adolescent middle and high school. Washington, DC: Alliance for Excellence in Education.
39. Graham, S., & Perin, D. (2007b). What we know, what we still need to know: Teaching adolescents to write. Scientific Studies in Reading, 11, 313-336.
40. Griffin, B. (2000). Quantitative research matrix. Retrieved from http://coe.georgiasouthern.edu/ foundations/bwgriffin/edur7130/quantitative_research_matrix.htm
41. *Guastello, E. F. (2001). Parents as partners: Improving children's writing. Celebrating the Voices of Literacy: The Twenty-Third Yearbook of the College Reading Association: A Peer Reviewed Publication of the College Reading Association, 279-293.
42. Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77, 81-112.
43. Hedges, L. V. (1982). Estimation of effect size from a series of independent experiments. Psychological Bulletin, 92, 490-499.
44. Hedges, L. V. (2007). Effect sizes in cluster-randomized designs. Journal of Educational and Behavioral Statistics, 32, 341-370.
45. Hedges, L. V., & Hedberg, E. C. (2007). Intraclass correlation values for planning grouprandomized trials in education. Educational Evaluation and Policy Analysis, 29, 60.
46. Heritage, M. (2010). Formative assessment and next-generation assessment systems: Are we losing an opportunity? Washington, DC: Council of Chief State School Officers.
47. Hillocks, G. (1986). Research on written composition: New directions for teaching. Urbana, IL: National Council of Teachers of English.
48. Hillocks, G. (2002). The testing trap: How state writing assessments control learning. New York: Teachers College Press.
49. *Holliway, D. R. (2004). Through the eyes of my reader: A strategy for improving audience perspective in children's descriptive writing. Journal of Research in Childhood Education, 18, 334-349.
50. *Holman, L. (2011). Automated writing evaluation program's effects on student writing achievement (Unpublished doctoral dissertation). Tennessee State University, Nashville.
51. *Jewell, J. (2003). The utility of curriculum-based measurement writing indices for progress monitoring and intervention (Unpublished doctoral dissertation). Northern Illinois University, Dekalb.
52. Kiuhara, S., Graham, S.,&Hawken, L. (2009). Teaching writing to high school students: A national survey. Journal of Educational Psychology, 101, 136-160.
53. *Kozlow, M.,&Bellamy, P. (2004). Experimental study on the impact of the 6+1 Trait Writing model on student achievement in writing. Portland, OR: Northwest Regional Educational Laboratory.
54. Langer, J. (2011). Envisioning knowledge: Building literacy in the academic disciplines. New York: Teachers College Press.
55. Lipsey, M., & Wilson, D. (2001). Practical meta-analysis. Thousand Oaks, CA: Sage.
56. *Lumbelli, L., Paoletti, G., & Frausin, T. (1999). Improving the ability to detect comprehension problems: From revising to writing. Learning and Instruction, 9, 143-166.
57. *MacArthur, C. A., Schwartz, S. S.,&Graham, S. (1991). Effects of a reciprocal peer revision strategy in special education classrooms. Learning Disabilities Research, 6, 201-210.
58. McMaster, K. L., & Espin, C. A. (2007). Technical features of curriculum-based measurement in writing: A literature review. Journal of Special Education, 41, 68-84.
59. *Meyer, E., Abrami, P., Wade, C., Aslan, O., & Deault, L. (2010). Improving literacy and metacognition with electronic portfolios: Teaching and learning with ePearl. Computers&Education, 55, 84-91.
60. Morphy, P., & Graham, S. (2012). Word processing programs and weaker writers/readers: A metaanalysis of research findings. Reading and Writing: An Interdisciplinary Journal, 25, 641-678.
61. National Center for Education Statistics. (2012). The nation's report card: Writing 2011. Washington, DC: Institute of Educational Sciences, U.S. Department of Education.
62. National Commission on Writing. (2003, April). The neglected "R": The need for a writing revolution. New York: College Board.
63. *Olson, V. L. B. (1990). The revising processes of sixth-grade writers with and without peer feedback. Journal of Educational Research, 84, 22-29.
64. *Paquette, K. R. (2009). Integrating the 6 + 1 writing traits model with cross-age tutoring: An investigation of elementary students' writing development. Literacy Research and Instruction, 48, 28-38.
65. *Philippakos, Z. (2012). Effects of reviewing on fourth-and fifth-grade students' persuasive writing and revising (Unpublished doctoral dissertation). University of Delaware, Newark.
66. *Prater, D. L.,&Bermudez, A. B. (1993). Using peer response groups with limited English proficient writers. Bilingual Research journal, 17, 99-116.
67. *Reynolds, C. J., Hill, D. S., Swassing, R. H., & Ward, M. E. (1988). The effects of revision strategy instruction on the writing performance of students with learning disabilities. Journal of Learning Disabilities, 21, 540-545.
68. Rock, J. L. (2007). The impact of short-term use of Criterion (SM) on writing skills in ninth grade (No. RR-07-07). Princeton, NJ: ETS.
69. Rogers, L., & Graham, S. (2008). A meta-analysis of single subject design writing intervention research. Journal of Educational Psychology, 100, 879-906.
70. *Rosenthal, B. D. (2006). Improving elementary-age children's writing fluency: A comparison of improvement based on performance feedback frequency (Unpublished doctoral dissertation). Syracuse University, Syracuse, NY.
71. *Ross, J. A., Rolheiser, C., & Hogaboam-Gray, A. (1999). Effects of self-evaluation training on narrative writing. Assessing Writing, 6, 107-132.
72. Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119-140.
73. *Schunk, D. H., & Swartz, C. W. (1993a). Goals and progress feedback: Effects on self-efficacy and writing achievement. Contemporary Educational Psychology, 18(3), 337-354.
74. *Schunk, D. H., & Swartz, C. W. (1993b). Writing strategy instruction with gifted students: Effects of goals and feedback on self-efficacy and skills. Roeper Review, 15, 225-230.
75. Stiggins, R. (2005). From formative assessment to assessment for learning: A path to success in standards-based schools. Phi Delta Kappan, 87, 324-328.
76. Stinner, D., & Tennent, D. (2012). Losses to follow-up present risk to study validity: Differential attrition can be a shortcoming in clinical research. AAOS Now (February). Retrieved from http://www.aaos.org/news/aaosnow/feb12/research1.asp
77. Tukey, J. W. (1977). Exploratory data analysis. Reading, MA: Addison-Wesley.
78. *Vellella, J. A. (1996). The effectiveness of curriculum-based measurement on spelling achievement: A comparison of two procedures (Unpublished master's thesis). Illinois State University, Normal.
79. *Wade-Stein, D., & Kintsch, E. (2004). Summary Street: Interactive computer support for writing. Cognition and Instruction, 22, 333-362.
80. Wiliam, D. (2006). Formative assessment: Getting the focus right. Educational Assessment, 11, 283-289.
81. *Wise, W. (1992). The effects of revision instruction on eighth graders' persuasive writing (Unpublished doctoral dissertation). University of Maryland, College Park.
82. Wolf, F. M. (1986). Meta-analysis: Quantitative methods for research synthesis. Newbury Park, CA: Sage.
83. *Wolter, D. R. (1975). Effect of feedback on performance on a creative writing task (Unpublished doctoral dissertation). University of Michigan, Ann Arbor.
84. *Young, E. A. (2000). Enhancing student writing by teaching self-assessment strategies that incorporate the criteria of good writing (Unpublished doctoral dissertation). Rutgers, the State University of New Jersey, New Brunswick, NJ.