Abstract
Formative assessments are used to identify student strengths and weaknesses, but they frequently do not identify targeted feedback strategies for improving student achievement. Unfolding models offer an alternative measurement paradigm for connecting recommended feedback strategies with different levels of student achievement. In this study, a focus group of English teachers identified feedback strategies for the writing of middle school students. A questionnaire was constructed based on their identification of 10 feedback strategies related to organization, development and language usage. Next, classroom teachers responded to the feedback questionnaire based on a set of 20 essays selected to vary in writing quality. An unfolding model was used to analyze teacher responses and to identify recommended feedback strategies for each essay. Findings suggest that recommended feedback strategies can be used to define zones of targeted feedback for identifying optimal feedback strategies that can be used for improving student writing at different levels of achievement.
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