Student Perceptions of Feedback: Exploring the Relationship Between Self-Efficacy, Writing Ability, and Feedback

• In Event: 70.023 - Students' Choices of, and Responses to, Varying Types of Feedback

Abstract

This phenomenological study explored how students of varying levels of self-efficacy experienced feedback on writing. Sixteen students enrolled in grade 11, United States history class were interviewed twice—first upon receiving written feedback from their teacher and again after revising their essay. Eleven themes emerged from interview data that account for student experiences with feedback. Student use of feedback at the task, process, and regulatory level, was also analyzed using a feedback uptake analysis protocol designed specifically for this study. The differences between students of varying levels of self-efficacy and their experiences with feedback are analyzed according to each theme. A model of feedback processing is presented and implications for teachers and school leaders are discussed.

Author

• Charles Hewes, Bacon Academy