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Participation in curriculum-based measurement with goal setting and teacher feedback: Effects on reading achievement, goal knowledge, and reading self-efficacy
Abstract
The purpose for this study was to extend the research that examines the effectiveness of goal setting and teacher feedback on increasing students' achievement in reading on computerized curriculum-based measurement (CBM) reading assessments. Students' understanding of their reading goals and their reading self-efficacy was also examined. Four resource teachers, one sixth and one seventh grade teacher, from two middle schools were divided into two experimental groups, goal setting or teacher feedback. Subjects $(N=19)$ were middle school students with learning disabilities who were in resource classes for reading instruction. Students participated in pretesting, training of procedures, seven weeks of intervention, and posttesting. For pre and posttesting, students completed measures of reading achievement, goal knowledge, and reading self-efficacy. All students completed seven weeks of computerized CBM in reading. Students in the goal setting condition were taught to self-set daily goals, and students in the teacher feedback condition received specific feedback from their teacher about their daily CBM score. The four research questions that were the focus of this study were analyzed using means, chi square tests, independent samples and paired samples t-tests, multivariate analysis of variance (MANOVA), and analysis of variance (ANOVA). Results showed that both groups, goal setting and teacher feedback, made significant gains in achievement. However, no significant difference was found between the two groups on measures of achievement. It was found that students in the goal setting group were significantly more variable on their CBM performance than students in the teacher feedback group. This effect may have been related to the difficulty students in the goal setting group had self-setting obtainable and realistic goals. Students in the two groups did differ on some areas of goal knowledge such as more students in the goal setting condition being able to specifically state their reading goals. No differences were found between the groups in reading self-efficacy.
Subject Area
Special education|Literacy|Reading instruction|Educational evaluation
Recommended Citation
Dohrman-Swain, Kristine J, "Participation in curriculum-based measurement with goal setting and teacher feedback: Effects on reading achievement, goal knowledge, and reading self-efficacy" (1998). ETD collection for University of Nebraska-Lincoln. AAI9902953.
https://digitalcommons.unl.edu/dissertations/AAI9902953