Clements (2006) suggests that the disconnect between feedback and revision is complicated by a number of factors, including the legibility of handwriting and editing symbols which sometimes read more like chicken scratch than a clear message. Students usually did their best to interpret the comment rather than ask for clarification. Other times, students made revision decisions based on a formula that weighed the amount of effort in relation to the grade they would receive. In other words, feedback that was easier to address gained priority, and feedback that required deep thinking and a great deal of cognitive work was dismissed. Sometimes these decisions were made out of sheer laziness. Other times students’ lack of engagement with feedback was a strategic triage move to balance the priorities of school, work, and home life. These findings motivated us to find more effective ways to provide feedback that students could understand and apply to improve their work.
Clements, Peter. 2006. Teachers’ Feedback in Context: A Longitudinal Study of L2 Writing Classrooms. PhD diss., University of Washington.
The importance of written communication cannot be overstated. Writing is an important tool for clarifying and organizing ideas. It is a process, one that can bring order to confusion, give shape to intuition, and provoke unexpected connections. Through writing, we can better plumb our desires, manifest our memories, consolidate knowledge, and relate to a larger world. Good writing skills are an integral part of being an effective communicator, and essential to one’s academic and career success. In this master's project, Phillip J. Sloan provides a concise literature review and analysis of the ugent call to improve the teaching of writing in Social Studies classes 6-12.
A Master’s Project by Philip J. Sloan
Chris Gallagher articulates a vision for assessment that sees the information (data) as a tool to guide instruction. In the model of informative assessment, this vision suggests the opportunity to treat assessment as a necessary part of the feedback process teachers should implement in the classroom. The author is NOT suggesting more standardized tests, but rather a systematic way to provide an understanding of what students know and can do that should drive curriculum and insturcion.