Understanding Secondary Student Perceptions of Writing Feedback

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

Abstract

The current study examined the perceptions of feedback on writing of secondary school students (N = 598). Quantitative data measuring students’ openness to receiving feedback about their writing and qualitative data exploring why students do or do not like to receive writing feedback were collected. Through the lens of cognitive appraisal theory, we provide a rationale for why students might receive different feedback perception scale scores and also attribute different reasons for valuing writing feedback.

Authors

• Sharon Zumbrunn, Virginia Commonwealth University

• Heather Carlson-Jaquez, Virginia Commonwealth University

• Sarah Anne Marrs, Virginia Commonwealth University

• Caitlin Mewborn, Virginia Commonwealth University