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Cited by 143Student Assessment and FeedbackEvaluation of Teaching PracticesEFL/ESL Teaching and Learning

The DOI matches its Crossref record; 27 of the 27 references it cites were found in a registry or an index.

The impact of formative feedback on the development of academic writing

Wingate, Ursula·2010·Assessment & Evaluation in Higher Education
DOI 10.1080/02602930903512909
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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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Crossref · 10.1080/02602930903512909

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Show all 27 references

Research works printed but not linked: 6

  1. Ferris , D. 2008 . “ Feedback: Issues and options ” . In Teaching academic writing , Edited by: Friedrich , P. 93 – 120 . London : Continuum .
  2. Hounsell , D. 1987 . “ Essay writing and the quality of feedback ” . In Student learning: Research in education and cognitive psychology , Edited by: Richardson , J. , Eysenck , M.W. and Piper , D.W. 109 – 19 . Milton Keynes : Open University Press .
  3. Martin , J.R. 1999 . “ Mentoring semogenesis: ‘Genre‐based’ literacy pedagogy ” . In Pedagogy and the shaping of consciousness: Linguistic and social processes , Edited by: Christie , F. 123 – 55 . London : Cassell .
  4. 10.1023/A:1009017532121 · DOI
  5. Winch , C. and Wells , P. 1994 . The quality of student writing: A cause for concern . British Journal of Educational Studies , 43 ( 1 ) : 75 – 87 . · DOI
  6. Wojtas , O. 1998 . Feedback? No, just give us the answers . Times Higher Education Supplement ,

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Metadata

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
DOI
10.1080/02602930903512909
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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