Action Research Proposal

Effective Feedback within the Classroom

The Problem:

In the absence of feedback, or if feedback is limited to a grade on an assignment, it has been shown the desired student learning outcomes are not attained. Teachers are often assigning work or tests and when handed back to the student they only have a letter grade at the top and markings for incorrect work. There is no written explanation of why they were marked off and there was no verbal exchange between the students and the teacher about how to improve either.

The Topic:

There are numerous forms feedback can take, some can be a conference with the student, it can be a written note on a paper, it can even come as an observation by the teacher as their students hold up numbers or other signals of understanding. Different learning styles of students with different needs also will be considered in what type of feedback is effective for the majority of students.

The Question:

This action research proposal will focus on the use of multiple forms of feedback to determine their effectiveness and seeks the answer to the following question: So based on Wiliam's four steps of feedback, what kind of effective feedback improves the student's depth of knowledge of a concept?

The Approach/Data Collection:

Research proposals can take a variety of approaches. This particular study will take a mixed-methods approach combining both qualitative and quantitative methods.

From a qualitative standpoint, the students will be asked what kind of feedback they like the most and why. I will also use different types of feedback and record student response to each.

From a quantitative standpoint, I will be looking at student achievement on pre-determined assessments. I will implement a different feedback strategy into each of my four classes and then see which was the most effective relative to their performance on the assessment.

Participants:

The participants of this study are three 6th grade, Science classes. Students range in age from 10-12. This collection of students range in ability with some students being identified as gifted as well as others with IEPs. Two students are level 4 English Language Learners.

This action research proposal is still in the developmental stages. Additional details will be added as more research studies are examined. The final design of this proposal is subject to change with new findings.