Feedback to writing, assessment for teaching and learning and student progress

Parr, Judy M.; Timperley, Helen

doi:10.1016/j.asw.2010.05.004

Cited by 169 publications

(131 citation statements)

References 48 publications

Supporting

Mentioning

109

Contrasting

Unclassified

Order By: Relevance

“…In line with our findings, Parr emphasises that the construct and assessment resources have to be a flexible support for the teachers' interpretations, adjusted and refined through collaborative use (See also Parr & Timperley, 2010). Thus, the assessment resources become rooted in teachers' experiences (cf.…”

Section: Teachers' Competence and Teachers' Dialoguessupporting

confidence: 62%

“…Several researchers underline the value of teachers being explicit and focused in their assessment if they are to succeed in helping their students to improve their writing competence (Hattie & Timperley, 2007;Huot, 2002;Myhill, Jones & Watson, 2012;Parr & Timperley, 2010;Sadler, 1989). However, the multidimensional nature of students' texts makes it difficult to define and describe relevant and accurate criteria.…”

Section: Writing Assessment As Writing Educationmentioning

confidence: 99%

See 1 more Smart Citation

Writing education and assessment in Norway: Towards shared understanding, shared language and shared responsibility

Matre¹,

Solheim²

2015

L1 Educational Studies in Language and Literature

View full text Add to dashboard Cite

This article reports on a study of writing and assessment in upper primary school, focusing on how teachers develop assessment competence through professional discussions in interdisciplinary groups. The empirical data consist of dialogues between teachers assessing and giving feedback on students' texts from different subjects. To support their evaluations, the teachers used and referred to a defined construct of writing and norms for expected writing proficiency. The analyses reveal a complex picture of the teachers' use of the assessment resources and their processes of appropriating a broader understanding of writing, including acquiring an extended meta-language. Three thematic categories are crystallised: an instrumental approach and a flexible and functional approach, appearing as two ideal typical points on a continuum, linked together by an overarching category labelled learning in progress. The article argues for an analytical reading as a basis for formative assessment in general writing education, and points to the need for knowledge on writing, text and linguistics -traditionally seen as domains for L1 teachers. The findings are discussed in light of the L1 teachers' responsibility for both the specific subject discourses of literacy and Bildung, and for providing students with general knowledge on language and text to support their overall writing competence. Critical implications of this double responsibility for the L1 subject are presented and reflected upon.

show abstract

Section: Teachers' Competence and Teachers' Dialoguessupporting

confidence: 62%

Section: Writing Assessment As Writing Educationmentioning

confidence: 99%

Writing education and assessment in Norway: Towards shared understanding, shared language and shared responsibility

Matre¹,

Solheim²

2015

L1 Educational Studies in Language and Literature

View full text Add to dashboard Cite

show abstract

“…Even though several studies have addressed feedback on student writing (Ice et al, 2010;Nelson & Schuun, 2009;Parr & Timperley, 2010), investigations of feedback on mathematical writing is limited (Kelly & LeDocq, 2001). Further research is needed on feedback that targets students' mathematical writing, as well as their mathematical thinking.…”

Section: Methodsmentioning

confidence: 99%

Students’ Perceptions of and Responses to Teaching Assistant and Peer Feedback

Rodgers¹,

Horvath²,

Jung³

et al. 2014

Interdisciplinary Journal of Problem-Based Learning

View full text Add to dashboard Cite

Authentic open-ended problems are increasingly appearing in university classrooms at all levels. Formative feedback that leads to learning and improved student work products is a challenge, particularly in large enrollment courses. This is a case study of one first-year engineering student team's experience with teaching assistant and peer feedback during a series of open-ended mathematical modeling problems called Model-Eliciting Activities. The goal of this study was to gain deep insight into the interactions between students, feedback providers, and written feedback by examining one team's perceptions of the feedback they received and the changes they made to their solutions based on their feedback. The practical purpose of this work is to begin to make recommendations to improve students' interactions with written feedback. The data sources consisted of individual student interviews, videos of the team's meetings to revise their solutions, the team's iterativelydeveloped solutions, the team's documented changes to the their solutions, and the written feedback they received from their teaching assistant and peers. The students explained that helpful peer feedback requires a time commitment, focuses on the mathematical model, and goes beyond praise to prompt change. The students also stated that generic TA feedback was not helpful. The greatest difference between the students' perceptions of TA and peer feedback was that the TA had influence over the team's grade and therefore the TA feedback was deemed more important. Feedback strategies to increase peer participation and improve teaching assistant training are described. Suggestions for continued research on feedback are provided.

show abstract

“…Error prediction and correction in other subjects, such as writing, is far less straightforward than mathematics (Parr & Timperley, 2010). Parr and Timperley also employed the framework in a writing project and found that the power of feedback relied heavily on teachers' abilities to (a) give quality comments, namely fully delivering their content knowledge through effective written communication; and (b) make reliable judgments of learners' work (accurate error diagnosis) through the process of focus referencing.…”

Section: Feedback Foci In Conventional and Modern Teaching Practicesmentioning

confidence: 99%

Actual and preferred teacher feedback on student blog writing

Chen

2014

AJET

View full text Add to dashboard Cite

This research illustrates the provisions and receptivity of teacher feedback in a blogmediated writing project between two colleges. The blog serves as a peer collaboration platform, as well as a mediating tool for teachers to offer timely feedback or prompt student idea exchanges. This paper discusses how teacher feedback may alter in response to students' online writing activities, and examines the reciprocity between the teachers' provision and the students' receptivity. Thirty-four students, two teachers, and two teaching assistants (TAs) participated in the two-semester tele-collaboration. Feedback from the teachers and TAs was categorized by Hattie and Timperley's (2007) taxonomy, which comprises four levels of feedback: the task, the process, self-regulation, and superficial praise. In addition, a new category, mediative feedback, was created to highlight the networked learning. Data were collected from blog message archives, a perception survey, and interviews for qualitative and quantitative analyses. The findings illustrate the evolution of feedback provisions, specifically the addition of mediative feedback type and reduction of superficial comments during online writing tasks. Furthermore, a clear mismatch between the highest rated and most provided feedback type also illustrates the impact of web 2.0 tools on teaching practices.

show abstract

Feedback to writing, assessment for teaching and learning and student progress

Cited by 169 publications

References 48 publications

Writing education and assessment in Norway: Towards shared understanding, shared language and shared responsibility

Writing education and assessment in Norway: Towards shared understanding, shared language and shared responsibility

Students’ Perceptions of and Responses to Teaching Assistant and Peer Feedback

Actual and preferred teacher feedback on student blog writing

Contact Info

Product

Resources

About