The impact of formative feedback on the development of academic writing
Abstract
This paper presents a small‐scale exploratory study, which focuses on the impact of formative assessment that was provided as part of a writing intervention in a first‐year undergraduate programme. Qualitative data were collected to find evidence of use of formative feedback, and of resulting improvements, as well as to shed some light on students’ inclination to use feedback. Uptake and use of the formative feedback was assessed by an analysis of feedback comments on students’ texts as well as by students’ interviews. The findings showed that students who had utilised their feedback comments improved in the areas previously criticised. In the texts of several students, however, the same problems persisted; it became apparent in the interviews that they had paid little attention to their feedback comments and not acted upon them. The interviews also uncovered reasons for engagement or non‐engagement with the feedback. These include students’ high or low motivation based on the enjoyment of the degree programme and self‐perceptions of their ability as writers. It is argued that more attention needs to be paid to tone, style and amount of feedback comments to ensure that students with low motivation and a low self‐perception utilise them.
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Wingate (2010) suggests that critical feedback tended to be a motivator for improving writing for undergraduate students with higher levels of self-efficacy, whereas for students with lower levels of self-efficacy feedback was discouraging and promoted negative emotions.
“An exception is a study by Wingate (2010), which suggests that critical feedback tended to be a motivator for improving writing for undergraduate students with higher levels of self-efficacy than students with lower levels of self-efficacy, for whom feedback was discouraging and promoted negative emotions.”
From The Next Black Box of Formative Assessment: A Model of the Internal Mechanisms of Feedback Processing (2022) · cites this paper as Wingate (2010)
Qualitative studies have shown that various factors, including students' emotions and judgments about the feedback, might influence behavioral responses, as well as how well students understand the feedback.
“Qualitative studies have shown that various factors, including students' emotions and judgments about the feedback, might influence behavioral responses, as well as how well students understand the feedback (e.g., Lipnevich and Smith, 2009b;Wingate, 2010;Winstone et al., 2021).”
From The Next Black Box of Formative Assessment: A Model of the Internal Mechanisms of Feedback Processing (2022) · cites this paper as Wingate, 2010
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Shrestha, P. (2020) · Springer eBooks · doi:10.1007/978-3-030-55845-1_1 · Cited by 3 · see citing works
Maximizing Feedback for Self-Regulated Learning
Hemerda, J. (2016) · ScholarWorks (Walden University) · Cited by 3 · see citing works
Lui, A. M. (2020) · Scholars Archive - University at Albany (University at Albany, State University of New York) · doi:10.54014/7mg3-x499 · Cited by 3 · see citing works
Understanding EFL students’ learning through classroom research: Experiences of teacher-researchers
Soto, S. T. (2020) · Editorial UTMACH eBooks · doi:10.48190/9789942241375 · Cited by 4 · see citing works
Instructor Comments on Student Writing
McGrath, A. L., & Atkinson‐Leadbeater, K. (2016) · Transformative Dialogues Teaching and Learning Journal · doi:10.59236/td2016vol8iss31115 · Cited by 2 · see citing works
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- Authors
- Wingate, U.
- Affiliations
- King's College London (GB)
- Corresponding author
- Wingate, Ursula
- ORCID
- Wingate, Ursula
- Venue
- Assessment & Evaluation in Higher Education
- Publisher
- Informa UK Limited
- Published
- 2010-08
- Volume
- 35
- Issue
- 5
- Pages
- 519-533
- ISSN
- 0260-2938 (ISSN-L)
- 1469-297X
- OpenAlex
- W2070602943
- Cited by
- 143
- References
- 27
- Citations by year
- 2026: 2 · 2025: 5 · 2024: 13 · 2023: 7 · 2022: 10 · 2021: 10 · 2020: 16 · 2019: 11 · 2018: 12 · 2017: 6 · 2016: 13 · 2015: 10 · 2014: 7 · 2013: 10 · 2012: 6
- FWCI
- 31.73
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Assessment & Evaluation in Higher Education (publishedVersion)
- Research Portal (King's College London) (submittedVersion)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Education › Evaluation of Teaching Practices
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Keywords
- formative feedback, academic writing, writing intervention, first-year students, feedback uptake, student motivation, writing development
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