Exploring Elementary Student Perceptions of Writing Feedback
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| Title: | Exploring Elementary Student Perceptions of Writing Feedback |
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| Language: | English |
| Authors: | Marrs, Sarah, Zumbrunn, Sharon, McBride, Caitlin, Stringer, J. K. |
| Source: | Journal on Educational Psychology. May-Jul 2016 10(1):16-28. |
| Availability: | i-manager Publications. 3-343 Hill View, Town Railway Nagar, Nagercoil 629001, Tamil Nadu, India. Tel: +91-4652-276675; e-mail: info@imanagerpublications.com; Web site: http://www.imanagerpublications.com |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2016 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Elementary School Students, Student Attitudes, Writing Evaluation, Feedback (Response), Emotional Response, Social Cognition, Data Analysis, Qualitative Research, Grade 3, Grade 4, Grade 5 |
| ISSN: | 0973-8827 |
| Abstract: | The purpose of this descriptive qualitative investigation was to explore elementary students' (N = 867) perceptions of the feedback they receive on their writing. After responding to the closed-ended question, "Do you like to receive feedback about your writing?" students were branched to the appropriate follow-up open-ended question, "Why do/don't you like to receive feedback about your writing from your teacher?" The majority of students reported liking writing feedback and provided reasons related to mastery and positive affective responses to feedback. A sizeable number of students reported not liking feedback and provided reasons related to avoidance of receiving feedback and negative affective responses associated with feedback. Qualitative findings highlight the range of both positive and negative views about writing feedback, as well as the power of listening to student voices. |
| Abstractor: | As Provided |
| Number of References: | 60 |
| Entry Date: | 2016 |
| Accession Number: | EJ1131811 |
| Database: | ERIC |
| Abstract: | The purpose of this descriptive qualitative investigation was to explore elementary students' (N = 867) perceptions of the feedback they receive on their writing. After responding to the closed-ended question, "Do you like to receive feedback about your writing?" students were branched to the appropriate follow-up open-ended question, "Why do/don't you like to receive feedback about your writing from your teacher?" The majority of students reported liking writing feedback and provided reasons related to mastery and positive affective responses to feedback. A sizeable number of students reported not liking feedback and provided reasons related to avoidance of receiving feedback and negative affective responses associated with feedback. Qualitative findings highlight the range of both positive and negative views about writing feedback, as well as the power of listening to student voices. |
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| ISSN: | 0973-8827 |
