This study examined the impact of a teacher and school leader professional learning intervention on student writing achievement in Australian state primary schools. The six-month intervention was underpinned by a new student-centred feedback model. The study analysed student writing assessment data from 1060 Year 4 students across 13 intervention and 9 comparison schools. Results from multilevel analyses showed substantially larger achievement gains in the intervention group compared to the comparison group across two learning periods. Increased perceived helpfulness of several feedback strategies was associated with student achievement gains in the intervention group, showing the intervention's positive impact on feedback effectiveness.

本研究调查了教师和学校领导专业学习干预对澳大利亚公立小学学生写作成绩的影响。为期六个月的干预以新的以学生为中心的反馈模式为基础。该研究分析了来自 13 所干预学校和 9 所比较学校的 1060 名 4 年级学生的学生写作评估数据。多层次分析的结果显示，与对照组相比，干预组在两个学习期间取得了更大的成就。几种反馈策略的感知有用性的增加与干预组的学生成绩提高有关，表明干预对反馈有效性的积极影响。