Teacher feedback vs. annotated exemplars: Examining the effects on middle school students’ writing performance
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Annotated exemplars that illustrate exemplary and suboptimal approaches guide learners in recognizing quality benchmarks and understanding the nuances of effective clinical practice.
“Annotated exemplars that illustrate exemplary and suboptimal approaches can further guide learners in recognizing quality benchmarks and understanding the nuances of effective clinical practice [114].”
From Formative assessment and feedback in medical education: A practical guide: AMEE Guide No. 189 (2026) · cites this paper as [114]
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Formative assessment and feedback in medical education: A practical guide: AMEE Guide No. 189
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- Authors
- Tomazin, L., Lipnevich, A. A., & Lopera-Oquendo, C.
- Affiliations
- The Graduate Center, CUNY (US)
- Queens College, CUNY (US)
- Corresponding author
- Tomazin, Ligia
- Venue
- Studies in Educational Evaluation
- Publisher
- Elsevier BV
- Published
- 2023-09
- Volume
- 78
- Pages
- 101262
- ISSN
- 0191-491X (ISSN-L)
- OpenAlex
- W4377018030
- Cited by
- 21
- References
- 38
- Citations by year
- 2026: 8 · 2025: 6 · 2024: 5 · 2023: 2
- FWCI
- 15.56
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- Locations
- Studies In Educational Evaluation (publishedVersion)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Education › Writing and Handwriting Education
- Keywords
- teacher feedback, writing instruction, junior high school students, writing revision, self-assessment, gender differences in writing, essay writing, teacher workload
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