An Analysis of Feedback Given to Strong and Weak Student Writers (original) (raw)

Improvement-oriented feedback has been shown to be more effective at raising writing achievement than simple evaluative feedback. This study investigates whether teachers differ in the feedback they give to weak and strong writers as well as how feedback differs across grades. Interviews were conducted with 15 teachers about the feedback they gave students on their writing. Contrary to expectations, analyses indicate that both weak and strong writers received minimal improvement-oriented feedback. However, strong writers received more positive evaluative feedback while weak writers received more negative evaluative feedback. This research has implications for both teacher education and the professional development of teachers. "Writing today is not a frill of the few, but an essential skill for the many" (The National Commission on Writing, 2003, p. 11), sums up the importance of writing in our society today. The July 2005 report by the National Commission on Writing maintains that over 90% of state agencies surveyed acknowledged that writing is a key factor that determines whether one is hired or promoted. The pervasiveness of standardized assessments measuring progress, particularly the No Child Left Behind Act of 2001, provides another example of the need to improve student writing. Research suggests formative assessment is effective in raising student

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