Anselmo, LoreleiEaton, Sarah E.2017-06-162017-06-162017-05Anselmo, 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.2371-9265http://hdl.handle.net/1880/52100This 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.enacademic writinglearner-directed feedbackhigher educationformative feedbackreflective learningEnglish as a Second LanguageEnglish language learnersCanadaOther10.11575/PRISM/31641