An Interdisciplinary Perspective: The Value That Instructors Place on Giving Written Feedback

Autor/inn/en	Knight, Stephanie K.; Greenberger, Scott W.; McNaughton, Morgan E.
Titel	An Interdisciplinary Perspective: The Value That Instructors Place on Giving Written Feedback
Quelle	In: Active Learning in Higher Education, 22 (2021) 2, S.115-128 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/1469787418810127
Schlagwörter	Interdisciplinary Approach; Feedback (Response); Written Language; College Students; Essays; Writing Assignments + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Geschriebene Sprache; Collegestudent; Essay; Aufsatzunterricht
Abstract	Students need feedback from instructors to learn from their mistakes and improve their academic skills. Responding to student writing is a central and necessary component of the instructor-student feedback loop. There are many forms of feedback on written assignments, and not all of them have the same role in supporting student learning. For example, as for written feedback, one primary distinction is between comments made in the margins and comments at the end of the written work. Work has focused on practices of instructor feedback among instructors, and other studies have focused on practices of feedback within a single discipline. Although there have been many studies on the topic of instructor feedback, no studies were found that explored possible differences of feedback across disciplines. The purpose of the study described here was to explore what instructors consider to be the purpose(s)/value of writing feedback (whether it is in the margins or at the end) on written assignments, as well as how instructors from different disciplines conceive of using comments in the margins and end of essays/written work, that is, whether or not they would conceive of them differently, and therefore provide different feedback, according to discipline. Nearly half of the instructors valued the use of written feedback on written assignments as fostering future improvements. In contrast, when analyzing responses across disciplines, identifying specific errors seemed to be more important in making comments in the margins. Further analysis and recommendations are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01