The design of a feedback report on students' writing processes
Submitted by:
Jochem E. J. Aben
Abstract:
To improve students’ writing skills, teachers often give feedback on text quality (Ferris, 2014). However, not only the writing products, but also the writing processes could be organized in a more efficient way (Mateos & Solé, 2009). However, feedback on the writing process is currently rather uncommon as feedback tools are lacking. Therefore, the goal of this study was to develop a feedback tool to give feedback on students' writing processes. Different types of information about writing processes were incorporated in a feedback report. Firstly, characteristics of an effective writing process are described, based on state-of-the-art findings and insights into the writing process. Secondly, keystroke logging data (InputLog) are presented, providing an insight into various dimensions of the writing process, such as pausing behaviour, revision behaviour and source use (Leijten & Van Waes, 2013). Finally, the students are encouraged to reflect on their own writing process to determine its effectiveness. Via guided questions students have to compare their own process to that of an advanced writer to help them gain insight into the possibilities of self-improvement. A small-scaled test gave insight into the way in which students process the feedback and what they learn from it. Results indicated that they understood the information in the report completely, were able to apply it on their own writing processes and were able to make concrete suggestions to improve their future writing processes. This report will ultimately serve as a feedback instrument in large-scale experimental studies on the effectiveness of various types of feedback on writing.
References
Ferris, D. R. (2014). Responding to student writing: Teachers’ philosophies and practices. Assessing Writing, 19, p. 6-23.
Leijten, M., & Van Waes, L. (2013). Keystroke Logging in Writing Research. Using Inputlog to Analyze and Visualize Writing Processes. Written Communication, 30(3), p. 358-392.
Mateos, M., & Solé, I. (2009). Synthesising information from various texts: A study of procedures and products at different educational levels. European Journal of Psychology of Education, 4, p. 435-451.