Performance, Feedback, and Revision: Metacognitive Approaches to Undergraduate Essay Writing

Riddell, Jessica

doi:10.22329/celt.v8i0.4256

Cited by 24 publications

(14 citation statements)

References 37 publications

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“…Providing feedback is time consuming for evaluators (Ball, Franks, Jenkins, McGrath, & Leigh, 2009;Weaver, 2006;Wiltse, 2002) and emotional for both students and educators (Ekhom et al, 2015). However, feedback can effectively improve student writing when it is clear and understood by the student (Feltham & Sharen, 2015;Parboteeah & Anwar, 2009;Riddell, 2015).…”

Section: Feedback Responsementioning

confidence: 99%

“…Success in improving writing and writing self-efficacy in students is contingent on revision following the feedback process. Riddell (2015) provided several solutions for connecting feedback to the revision process including having students mark sample essays, which served the purpose of helping them identify areas in their own writing where they were failing to clearly explain content. In this present sample, informal peer review was used as a help seeking source by 34.4-40.8% of the student sample indicating that students were open to sharing their work with their peers and trusted their judgement with feedback given.…”

Section: Considerations For Writing Pedagogymentioning

confidence: 99%

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An Exploration of Writing Self-Efficacy and Writing Self-Regulatory Behaviours in Undergraduate Writing

2019

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Students will take independent action to improve their writing when they believe those actions will have a positive effect. The data presented focuses on the self-regulatory writing behaviours of nursing students in their third year. The purpose was to explore patterns of writing self-efficacy, anxiety levels, and student grade point average (GPA) in relation to student choices with help seeking, advanced planning of writing, revision habits, and response to feedback. Low writing self-efficacy, high anxiety students sought help from more sources, reported their feedback made them feel negative about their capabilities as writers, and were less likely to report reading and applying feedback to future writing efforts. No patterns of writing self-efficacy or anxiety levels emerged with respect to student revision habits or their choice to begin their assignments in advance of the due date. GPA was also not associated with the writing self-regulatory choices assessed. As the primary writing support for students in the later years of a nursing program, educators should consider interventions that encourage help seeking, facilitate students’ understanding and integration of the feedback they receive into their assignment revisions, and normalize the negative emotions that interfere with the self-efficacy levels required to write well.

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Section: Feedback Responsementioning

confidence: 99%

Section: Considerations For Writing Pedagogymentioning

confidence: 99%

An Exploration of Writing Self-Efficacy and Writing Self-Regulatory Behaviours in Undergraduate Writing

2019

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“…This study's findings add to the body of evidence signifying the usefulness of metacognitive approaches, feedback, and/or an emphasis on self-improvement to strengthen writing confidence and achievement (Riddell, 2015;Wingate, 2010;Zinn, 1998). The correlation was not as strong as expected, somewhat echoing the disappointing results of Trapman, van Gelderen, van Schooten, &and Hulstijn (2018), who reported that "metacognitive knowledge was not found to be a significant predictor of level of writing proficiency" in their study of low-achieving adolescents (p. 912).…”

Section: Resultsmentioning

confidence: 56%

Revising with Metacognition to Promote Writing Achievement

Sachar¹

2020

JoSoTL

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This study examined the relationship between metacognitive revision and writing achievement. Since American students often have had little strategic writing instruction in high school, they frequently come to college as non-proficient writers. By focusing on self-improvement rather than agonizing over the quality of the final product, struggling writers’ fears and lack of confidence can be mitigated, allowing growth. Requiring students to revise their essays and explain these revisions may influence the likelihood of completing the stages of the writing process, including using feedback. Results indicated that students who received high scores in revision explanations often received higher scores on the final essays than their peers. Additionally, from the pre- to post-intervention attitudinal survey, student responses showed more positive feelings about writing, increased confidence in ability and self-efficacy, and greater interest in providing feedback to classmates. Despite these gains, fewer students at the end of the semester felt that feedback, revision and reflection affected their writing performance, suggesting feelings of frustration at the multi-faceted process.

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“…Black, Harrison, Lee, Marshall, & Wiliam, 2003;Riddell, 2015 N/A Feedback is not provided. 7 / 12 mathematics education researcher to independently code examples of PSTs' responses for each question and obtained 95% agreement on the coding of the examples.…”

Section: Discussionmentioning

confidence: 99%

Investigating Patterns of Pre-service Teachers’ Written Feedback on Procedure-based Mathematics Assessment Items

Lee

Lim

2019

INT ELECT J MATH ED

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This study investigates patterns exhibited by pre-service teachers (PSTs) while practicing feedback in response to students' solutions on a procedure-based mathematics assessment. First, we developed an analytical framework for understanding mathematics PSTs' written feedback. Second, we looked into how a learning module on a multimedia platform influenced PSTs' feedback, and identified the ways in which PSTs subsequently revised their initial written feedback. From this analysis, we derived an operational list of emergent patterns of PSTs' written and content-specific feedback. Our findings suggest that PSTs, in general, are likely to improve their written feedback when they engage in reviewing student work, and have the chance to write and revise their feedback. We also discuss some patterns of PSTs' initial feedback that did change with practice, and other patterns that persisted, suggesting the need for further guidance and practice in providing students with written feedback.

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Performance, Feedback, and Revision: Metacognitive Approaches to Undergraduate Essay Writing

Abstract: This paper explores ways in which frequent

Cited by 24 publications

References 37 publications

An Exploration of Writing Self-Efficacy and Writing Self-Regulatory Behaviours in Undergraduate Writing

An Exploration of Writing Self-Efficacy and Writing Self-Regulatory Behaviours in Undergraduate Writing

Revising with Metacognition to Promote Writing Achievement

Investigating Patterns of Pre-service Teachers’ Written Feedback on Procedure-based Mathematics Assessment Items

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