The Impact of Teacher’s Feedback on Primary 4 Composition Scores

The Impact of Teacher’s Feedback on Primary 4 Composition Scores

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  • Create Date August 2, 2018
  • Last Updated August 2, 2018

The Impact of Teacher’s Feedback on Primary 4 Composition Scores

It is argued that students would benefit more from the feedback on their writing rather than the test scores given by their teachers. It is also noted that a composition score may take away the constructive aspect of the teacher’,s feedback on a student’,s composition. Little evidence has gathered to show the impact of such written feedback on students’, composition scores on their improvement in writing in Singapore primary schools. This study involved Primary 4 students (N = 214) working on five authentic writing tasks under 3 conditions: teacher’,s written feedback with a score given, teacher’,s written feedback with no score given, and no teacher’,s written feedback but a score given. Teacher’,s written feedback with marks given to individual work was found to be strongly correlated with student improvement in composition scores. Teacher’,s written feedback without a score showed improvement in composition scores although it was not as much compared to the teacher’,s written feedback attached to a score. Giving only scores without teacher’,s feedback did not show any significant improvement of composition scores. The findings of this study might contribute to the development of pedagogic practice in assessment for learning in the area of composition writing in primary schools.

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