Making evidence informed decisions about formative written feedback

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dc.contributor.authorAnselmo, Lorelei
dc.contributor.authorEaton, Sarah E.
dc.date.accessioned2017-06-16T16:03:58Z
dc.date.available2017-06-16T16:03:58Z
dc.date.issued2017-05
dc.description.abstractThis 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.en_US
dc.description.refereedYesen_US
dc.identifier.citationAnselmo, 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.en_US
dc.identifier.doihttp://dx.doi.org/10.11575/PRISM/31641
dc.identifier.issn2371-9265
dc.identifier.urihttp://hdl.handle.net/1880/52100
dc.language.isoenen_US
dc.publisherWerklund School of Education, University of Calgaryen_US
dc.publisher.facultyEducationen_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.subjectacademic writingen_US
dc.subjectlearner-directed feedbacken_US
dc.subjecthigher educationen_US
dc.subjectformative feedbacken_US
dc.subjectreflective learningen_US
dc.subjectEnglish as a Second Languageen_US
dc.subjectEnglish language learnersen_US
dc.subjectCanadaen_US
dc.titleMaking evidence informed decisions about formative written feedbacken_US
dc.typeOtheren_US
thesis.degree.disciplineEducationen_US
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