ERIC Number: EJ985724
Record Type: Journal
Publication Date: 2011
Abstractor: As Provided
Reference Count: 38
Writing Helpful Feedback: The Influence of Feedback Type on Students' Perceptions and Writing Performance
McGrath, April L.; Taylor, Alyssa; Pychyl, Timothy A.
Canadian Journal for the Scholarship of Teaching and Learning, v2 n2 Article 5 2011
Written feedback on students' assignments is a common method that instructors and teaching assistants use to inform students about their performance or guide revisions. Despite its frequency of use, written feedback often lacks sufficient detail to be beneficial to students, and additional empirical research should examine its effectiveness as a teaching tool. The current study examined the effectiveness of two different types of feedback, developed and undeveloped, in terms of its influence on students' subsequent writing performance and students' perceptions of the feedback. Results demonstrated that the type of feedback significantly affected students' perceptions, with developed feedback related to higher ratings of fairness and helpfulness; however, this feedback did not have a significant positive effect on students' written performance.
Descriptors: Student Attitudes, Feedback (Response), Teaching Assistants, Foreign Countries, Questionnaires, Introductory Courses, Psychology, College Students, Writing Improvement
Society for Teaching and Learning in Higher Education. Mills Memorial Library Room 504, McMaster University, 1280 Main Street West, Hamilton, ON L8S 4L6, Canada. Tel: 905-525-9140; e-mail: firstname.lastname@example.org; Web site: http://www.cjsotl-rcacea.ca
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Canada