Exploring Elementary Student Perceptions of Writing Feedback

• In Event: Roundtable Session 34
  In Roundtable Session: Writing and Literacies SIG Roundtable 4. Children's Writing: The Truth About Feedback, Self-Efficacy, and Gender Bias

Abstract

This descriptive qualitative investigation explored 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. Qualitative findings highlight the range of both positive and negative views about writing feedback, as well as the power of listening to student voices.

Authors

• Sarah Anne Marrs, Virginia Commonwealth University

• Sharon Zumbrunn, Virginia Commonwealth University

• Caitlin Mewborn, Virginia Commonwealth University

• JK Stringer, Virginia Commonwealth University

• Savanna Love, Randolph-Macon College