Factoring in Feedback: An Exploration of the Written Feedback Elementary School Teachers Spontaneously Provide on a Sample of Student Writing

• In Event: 63.085 - Poster Session 13
  In Poster Session: 63.085-2 - Writing and Reading Processes and Outcomes

Abstract

The current study explored the types (form and content) and levels (task and process-Self-Regulation) of written feedback elementary school teachers spontaneously provided on a fifth grade student’s social studies writing sample. Data were collected from 57 elementary school teachers asked to provide written feedback on the writing sample. Teachers also responded to a demographic survey and questionnaire containing items related to their beliefs about written feedback and their written feedback practice. Findings showed that elementary school teachers provided form type comments almost ten times more frequently than content type comments. Additionally, both form and content comments most often occurred at the task level. Educational implications are discussed.

Authors

• Caterina Almendral, City University of New York

• Helen L. Johnson, City University of New York

• Anastasiya A. Lipnevich, Queens College and the Graduate Center of the City University of New York