Year: 2009
Type: article
Abstract: Improvement-oriented feedback has been shown to be more effective at raising writing achievement than simple evaluative feedback. This study investigates whether teachers differ in the feedback they give to weak and strong writers as well as how feedback differs across grades. Interviews were conducted with 15 teachers about the feedback they gave students on their writing. Contrary to expectations, analyses indicate that both weak and strong writers received minimal improvement-oriented feedback. However, strong writers received more positive evaluative feedback while weak writers received more negative evaluative feedback. This research has implications for both teacher education and the professional development of teachers.
Authors: Janet L. D. Dinnen, Rachel M. B. Collopy
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1561198275