Lampi, Jodi P.
Ed.D. (Doctor of Education)
Department of Curriculum and Instruction (CI)
This case study investigated first-year composition students’ perceptions of instructors’ written feedback. Participants reported on their understanding of the role of feedback, how they processed feedback, and if and how they used it. Thirty-one participants completed a short online survey; the responses were analyzed to identify students who exhibited a range of attitudes and practices. From this group, 15 students were chosen to participate in semi-structures interviews that included a think aloud exercise that asked them to go over previously graded drafts from their class. The findings of this study support that, although students profess they appreciate and see value in instructor feedback, their reading and metacognitive practices leave much to be desired. They also suggest that instructors take a more active role in talking about feedback, what it is, and what to do with it.
Roach, Susan J., "Feedback in Context: A Case Study of Students’ Perceptions of The Role, Value, and Use of Instructor Feedback in A College Writing Course" (2023). Graduate Research Theses & Dissertations. 7179.
Northern Illinois University
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