Dr. Cassandra O’Sullivan Sachar, associate professor of English (shown at right), and Madeline Charles, a senior secondary education English major (Bloomsburg), traveled to the Writing Research Across Borders (WRAB) Conference in Trondheim, Norway, in February to present their research, “Striking the Right Balance: Different Types and Amounts of Feedback.”
They shared background and results from their empirical research study on feedback, where they found that students were most likely to make changes based on surface-level corrections rather than deeper revisions indicated by criticisms or suggestions. Also, the more corrections the instructor made, the less likely students were to make any changes at all, suggesting that instructors should be mindful of the type of feedback they use and focus on the most important issues in a student’s writing, pushing self-reflection over correction. The category of feedback that was potentially most helpful, suggestion, was by far the least represented, while correction, the least beneficial, was represented the most. The results of this study add to previous research suggesting that, when students are given feedback that pushes them to consider not just the current writing tasks but future ones, as well, students may value the feedback more.
~Retrieved from The TRIAD 2.23.23
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