Teacher Feedback, Writing Assignment Quality, and Third-Grade Students' Revision in Lower-And Higher-Achieving Urban Schools

By L. Matsumura, G. Patthey-Chavez, R. Valdés, H. Garnier. The Elementary school journal, 2002

170 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/54c07c53e6701c221a94cba209a38a24decb4ad1

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Citations in the corpus

Preparing Teachers to Design Instruction for Deep Understanding in Middle School Earth Science (2009, background): “Validation studies have also demonstrated positive associations between the quality of assignments and the work students produce in class ( Matsumura, Patthey-Chavez, Valdez, & Garnier, 2002 ; Shkolnik et al, 2007 ) and have linked higher scores on assignments to higher student achievement ( Newman”
Mind the gap! Students’ use of exemplars and detailed rubrics as formative assessment (2014, background): “Teachers generally value the practice of giving feedback (Hyland and Hyland 2001) and actively use feedback in the process of teaching writing to students (Matsumura et al. 2002).”
The nature of feedback: how different types of peer feedback affect writing performance (2009, background): “Students have difficulty detecting global problems (Hayes et al. 1987), but even third-graders are able to make global revisions when this type of problem is indicated (Matsumura et al. 2002).”
Feedback on assessment: students’ perceptions of quality and effectiveness (2008, background): “Feedback in relation to performance can also be understood in terms of depth of processing (Matsumura et al. 2002).”
Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? (2005, background): “Consistent with recent views of effective teaching that focus on explicitness and intentionality (Dolezal et al., 2003; Matsumura et al., 2002; Morrison & Connor, 2002), high-quality instructional support in this study was observed when teachers made frequent and effective use of literacy…”