The impact of formative feedback on the development of academic writing
The impact of formative feedback on the development of academic writing
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形成性反馈对学术写作发展的影响
DOI：
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发表时间：
2010
期刊：
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通讯作者：
U. Wingate
中科院分区：
文献类型：
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作者：
U. Wingate
本文提出了一个小规模的探索性研究，重点是形成性评估的影响，这是作为写作干预的一部分，在第一年的本科课程。定性数据的收集，以寻找证据的形成性反馈的使用，以及由此产生的改进，以及阐明学生的倾向，使用反馈。形成性反馈的吸收和使用进行了评估，通过对学生的文本反馈意见的分析，以及学生的访谈。调查结果显示，那些利用反馈意见的学生在以前批评的领域有所改善。然而，在几个学生的文本中，同样的问题仍然存在;在采访中很明显，他们很少注意他们的反馈意见，也没有采取行动。访谈还揭示了参与或不参与反馈的原因。这些因素包括学生对学位课程的享受和对自己作为作家的能力的自我认知的高或低动机。有人认为，需要更多地关注反馈意见的语气，风格和数量，以确保低动机和低自我感知的学生利用它们。
This paper presents a small‐scale exploratory study, which focuses on the impact of formative assessment that was provided as part of a writing intervention in a first‐year undergraduate programme. Qualitative data were collected to find evidence of use of formative feedback, and of resulting improvements, as well as to shed some light on students’ inclination to use feedback. Uptake and use of the formative feedback was assessed by an analysis of feedback comments on students’ texts as well as by students’ interviews. The findings showed that students who had utilised their feedback comments improved in the areas previously criticised. In the texts of several students, however, the same problems persisted; it became apparent in the interviews that they had paid little attention to their feedback comments and not acted upon them. The interviews also uncovered reasons for engagement or non‐engagement with the feedback. These include students’ high or low motivation based on the enjoyment of the degree programme and self‐perceptions of their ability as writers. It is argued that more attention needs to be paid to tone, style and amount of feedback comments to ensure that students with low motivation and a low self‐perception utilise them.