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
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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“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)
In the citing paper
“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
Citations
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“In addition, the concept of intrinsic motivation (Ryan and Deci 1985; Vallerand 1997) can be used to explain students’ engagement with assessment feedback through their enjoyment of, and interest in learning.”
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Cited by
Sorted by citations
Making Sense of Assessment Feedback in Higher Education
Evans, C. (2013) · Review of Educational Research · doi:10.3102/0034654312474350 · Cited by 1,143
Rethinking feedback practices in higher education: a peer review perspective
Nicol, D., Thomson, A., & Breslin, C. (2014) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2013.795518 · Cited by 966
Winstone, N. E., Nash, R. A., Parker, M., & Rowntree, J. (2017) · Educational Psychologist · doi:10.1080/00461520.2016.1207538 · Cited by 884
The feedback triangle and the enhancement of dialogic feedback processes
Yang, M., & Carless, D. (2013) · Teaching in Higher Education · doi:10.1080/13562517.2012.719154 · Cited by 414
Huisman, B., Saab, N., van den Broek, P., & van Driel, J. (2019) · Assessment & Evaluation in Higher Education · doi:10.1080/02602938.2018.1545896 · Cited by 306
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
- 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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