Written Feedback Provided by Mainstream Secondary Classroom Teachers

Authors

  • m. Lewis Putnam

Abstract

The Feedback Categorization Procedures were developed to determine the frequency and type of written feedback provided on students' tests and independent written assignments by their mainstream secondary classroom teachers. In that feedback has shown to be an effective instructional procedure, this determination is critical since students with learning disabilities spend the majority of the school day in mainstream classrooms. A total of 360 tests and 360 work samples from teachers in Kansas, Indianat and Florida were examined. Data revealed that teachers provided an average of 12.1 feedback statements per test, mostly of the nondescriptive category. On work assignments teachers provided an average ofonly 7.1 feedback statements per sample, also ofthe nondescriptive category. Data indicate that mainstream secondary classroom teachers are not utilizing effective procedures when providing written feedback to students with mild handicaps.

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Issue

Vol. 3 No. 1 (1992)

Section

Articles

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