Classroom Management for Project Work: an application of correspondence training

Merrett, Jonathan; Merrett, Frank

doi:10.1080/0305569920180101

Cited by 7 publications

(3 citation statements)

References 7 publications

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“…Black and Wiliam report that studies of SA note that students who received feedback on their SA did better. For example, Merrett & Merrett (1992) in an experiment aimed to help students to realise, through feedback on their self-assessment, the lack of correspondence between their self-perception of their work and the judgements of others; the quality and depth of the students' self-assessments were enhanced as the experiment proceeded. Similar work is reported by Griffiths & Davies (1993), Powell & Makin (1994) and Meyer & Woodruff (1997).…”

Section: Quantitative Feedback (Question 5)mentioning

confidence: 99%

To Feedback or Not to Feedback in Student Self-assessment

Taras

2003

Assessment & Evaluation in Higher Education

149

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Extensive research (Black & Wiliam, 1998) notes the importance of feedback for learning. It is posited that even final-year undergraduate students will benefit from feedback and would thus value tutor feedback as an integral part of the student self-assessment process. At a British university, students were trained to carry out self-assessment of two types: firstly, self-assessment prior to peer and tutor feedback and secondly, self-assessment which integrated feedback as part of the process. Students overwhelmingly favoured the latter. In addition, analysis of student errors showed that, contrary to expectations, the majority of students' errors in translation were principally caused by their native language. Furthermore, discussion and questions on criteria revealed that students' expectations of their grades were closely related to the amount of time and effort which they had invested in their work. This was external to the actual standard of their work and their awareness of this.

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Section: Quantitative Feedback (Question 5)mentioning

confidence: 99%

To Feedback or Not to Feedback in Student Self-assessment

Taras

2003

Assessment & Evaluation in Higher Education

149

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“…An example of how this might be done is provided in a study by Merrett and Merrett (1992) which involved children regularly setting their own targets and reviewing and monitoring themselves at frequent intervals as to whether or not they were on task. This relatively simple strategy produced more and better work with no other incentive.…”

Section: Assessment and Meta-cognitionmentioning

confidence: 99%

Exploring the Forgotten Continent: A Traveller's Tale Patricia Broadfoot

Review¹

1994

SER

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“…Merrett and Merrett (1992) used a form of correspondence training with a class of middle school pupils to encourage them to show more initiative, independence and self-regulation in planning and carrying out topic work. Downloaded by [Northeastern University] at 01:29 21 November 2014 Rumsey and Ballard (1985) evaluated self-monitoring and say-do correspondence training as procedures for helping primary school children to engage in desirable academic and social behaviours.…”

Section: Introductionmentioning

confidence: 99%

The Use of Correspondence Training in Improving the In‐class Behaviour of Very Troublesome Secondary School Children

Anderson

Merrett

1997

Educational Psychology

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Seven children were identified by staff consensus as being the most troublesome pupils in a comprehensive secondary school. A study was then conducted to examine the effects of 'say-do' correspondence training in reducing the amount of troublesome behaviour engaged in by these pupils in the classroom. Such behaviour was defined as 'talking out of turn' and 'hindering other children', behaviours which had already been found to be the most common categories of troublesome behaviour for secondary classroom teachers.A multiple baseline across subjects design was employed which brought about a reduction in these two behaviours for three girls and three boys. The behaviour of a fourth boy, however, did not improve beyond the first half of the intervention period. This outcome is discussed in terms of a general deterioration in behaviour and competing contingencies in the classroom. There was some evidence of the generalisation of effects across settings and an increase in the amount of homework submitted.These results build upon existing research which shows that correspondence training is a useful strategy for dealing with some common classroom behaviour problems. This paper reports an extension of the application of the correspondence training procedures to secondary school pupils of both sexes and covers a broad range of academic ability.

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Classroom Management for Project Work: an application of correspondence training

Cited by 7 publications

References 7 publications

To Feedback or Not to Feedback in Student Self-assessment

To Feedback or Not to Feedback in Student Self-assessment

Exploring the Forgotten Continent: A Traveller's Tale Patricia Broadfoot

The Use of Correspondence Training in Improving the In‐class Behaviour of Very Troublesome Secondary School Children

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