Exploring Profiles of Student Perceptions of Writing Feedback

• In Event: Millennium Hotel Roundtable Session 6
  In Roundtable Session: From Hybridized Audiences to Feeding Forward: Approaches to Writing Assessment and Feedback

Abstract

Providing students with feedback on their writing is one means by which to improve writing performance. Unfortunately, providing students with feedback does not necessarily ensure that students will react positively to feedback or use it to enhance writing in the future. Understanding how students perceive the feedback they receive on their writing is critical to informing feedback interventions. This study explored the ways in which high school students form classes based on their responses to the Perceptions of Writing Feedback (PoWF, Author, 2016a) scale. Findings revealed three classes of students: feedback-ambivalent students, feedback-utility students, and feedback-valuing students.

Authors

• Sarah Anne Marrs, Virginia Commonwealth University

• Eric Ekholm, Virginia Commonwealth University

• Sharon Zumbrunn, Virginia Commonwealth University