%0 Journal Article
%T Writing Helpful Feedback: The Influence of Feedback Type on Students' Perceptions and Writing Performance
%A April L. McGrath
%A Alyssa Taylor
%A Timothy A. Pychyl
%J Canadian Journal for the Scholarship of Teaching and Learning
%D 2011
%I Society for Teaching and Learning in Higher Education
%X Written feedback on students¡¯ assignments is a common method that instructors and teaching assistants use to inform students about their performance or guide revisions. Despite its frequency of use, written feedback often lacks sufficient detail to be beneficial to students, and additional empirical research should examine its effectiveness as a teaching tool. The current study examined the effectiveness of two different types of feedback, developed and undeveloped, in terms of its influence on students¡¯ subsequent writing performance and students¡¯ perceptions of the feedback. Results demonstrated that the type of feedback significantly affected students¡¯ perceptions, with developed feedback related to higher ratings of fairness and helpfulness; however, this feedback did not have a significant positive effect on students¡¯ written performance.Les commentaires ¨¦crits sur les travaux sont une m¨¦thode courante utilis¨¦e par les enseignants et les aides-enseignants pour renseigner les ¨¦tudiants sur leurs performances ou pour orienter les r¨¦visions. Malgr¨¦ leur fr¨¦quence, il arrive souvent que les commentaires ¨¦crits ne soient pas assez d¨¦taill¨¦s pour ¨ºtre profitables aux ¨¦tudiants. De plus amples recherches empiriques devraient se pencher sur l¡¯efficacit¨¦ de cet outil d'enseignement. La pr¨¦sente ¨¦tude porte sur l'efficacit¨¦ de diff¨¦rents types de commentaires ¨¦labor¨¦s et sous-¨¦labor¨¦s; sur leur influence sur la performance ¨¦crite subs¨¦quente des ¨¦tudiants et sur la perception de ces derniers ¨¤ propos des commentaires. Les r¨¦sultats d¨¦montrent que le type de commentaires influe significativement sur la perception des ¨¦tudiants, les commentaires ¨¦labor¨¦s entra nant des ¨¦valuations sup¨¦rieures en ce qui a trait ¨¤ l¡¯impartialit¨¦ et ¨¤ l'utilit¨¦; cependant, ces commentaires n'ont pas d'effets positifs importants sur la performance ¨¦crite des ¨¦tudiants.
%K writing
%K feedback
%K response
%K writing process
%K student perception
%U http://ir.lib.uwo.ca/cjsotl_rcacea/vol2/iss2/5