Making evidence informed decisions about formative written feedback
Date
2017-05
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Werklund School of Education, University of Calgary
Abstract
This paper presents preliminary findings from qualitative research with international post-secondary English language learners (ELLs) studying in Canada. Initial results indicate that formative written feedback that invites the learner to reflect and act can help improve academic writing skills. Three key characteristics of reflective and actionable feedback are that is must be clear, goal- oriented, and reflective of the learners’ preferences. These findings are then discussed within a classroom context.
Description
Keywords
academic writing, learner-directed feedback, higher education, formative feedback, reflective learning, English as a Second Language, English language learners, Canada
Citation
Anselmo, L., & Eaton, S. E. (2017). Making evidence informed decisions about formative written feedback. In A. P. Preciado Babb, L. Yeworiew, & S. Sabbaghan (Eds.), Selected Proceedings of the IDEAS Conference 2017: Leading Educational Change Conference (pp. 57-65). Calgary, Canada: Werklund School of Education, University of Calgary.