Teacher Self-Assessment of Feedback Practices in an EFL Academic Writing Class - A Reflective Case Study

Unlike studies of teacher feedback on student writing, research into teacher self-assessment of their own feedback practices is quite rare in the assessment literature. In this reflective case study, the researcher/teacher systematically analyzed feedback practices to clearly determine the form and kind of formative feedback being provided on student essays, and also to compare these feedback practices to recommended practice from the feedback literature. The research took place in an academic English writing course for third-year students at a Japanese university. A close examination of the teacher feedback on the first draft of 21 student essays was undertaken, and more than 800 feedback interventions were identified and coded. Results of this investigation show a number of patterns of practice in giving feedback, including; extensive use of questions in teacher commentary, very limited use of praise comments, and varying amounts of feedback provided on individual essays. Results also show that the feedback practices discovered through this investigation align well with recommended best practice. The case study positions the teacher as ‘learner' in this feedback process, and calls for similar published research describing in detail what teachers do when providing feedback to students on their work.

Teacher Self-Assessment of Feedback Practices in an EFL Academic Writing Class - A Reflective Case Study

Unlike studies of teacher feedback on student writing, research into teacher self-assessment of their own feedback practices is quite rare in the assessment literature. In this reflective case study, the researcher/teacher systematically analyzed feedback practices to clearly determine the form and kind of formative feedback being provided on student essays, and also to compare these feedback practices to recommended practice from the feedback literature. The research took place in an academic English writing course for third-year students at a Japanese university. A close examination of the teacher feedback on the first draft of 21 student essays was undertaken, and more than 800 feedback interventions were identified and coded. Results of this investigation show a number of patterns of practice in giving feedback, including; extensive use of questions in teacher commentary, very limited use of praise comments, and varying amounts of feedback provided on individual essays. Results also show that the feedback practices discovered through this investigation align well with recommended best practice. The case study positions the teacher as ‘learner' in this feedback process, and calls for similar published research describing in detail what teachers do when providing feedback to students on their work.

Innovation in techniques for teacher commentary on ESL writers’ drafts

Recent technological advances make computer and Internet tools an attractive alternative to traditional written teacher commentary on students’ academic writing assignments. This presentation will discuss how one such tool was used for oral teacher commentary on the first draft paragraphs of intermediate level English learners’ (B1 in the Common European Framework of Reference for Languages) texts. Analyses of texts from treatment and control groups will show the commentary students received on their first draft, the changes they made to their first draft as reflected in their second draft, and the students’ attitudes towards the tool on each of three writing assignments collected at the beginning, in the middle and at the end of the term. The presenters will conclude by drawing comparisons between the video-based teacher commentary and recent work on written teacher commentary to discuss potential strengths and weaknesses of the technique illustrated in the study.

The Digital Horizons: Laptops for Teachers’ Policy Initiative: Impacts and Consequences

This article draws from the findings of the secondary school Digital Horizons: Laptops for Teachers research study, to discuss the impact of a policy tool intended to assist teachers use information and communication technologies (ICT) for administration, communication, collaboration, lesson planning and preparation, as well as for classroom lessons themselves. The results from a national questionnaire, focus group and case study evaluation indicate that secondary teachers are making more use of the laptops for communication with colleagues, reporting to parents, and the development of classroom materials than for use in the classroom for teaching and learning. Teacher commentary indicates that school technological infrastructure and access to professional development both constrain and enable their use of their laptops. Drawing on Engelbart’s notion of improvement infrastructure we discuss factors that have the potential to accelerate the integration of the laptop into teachers’ professional lives. Analysis suggests that these factors include school and departmental leadership as well as the nature of the professional development that teachers experience. Engelbart (1992) argued that it was the factors at this level that were most important if the benefits of policy initiatives were to be maximized for teachers, schools and governments.

Understandings and experiences of wellbeing in a New Zealand senior secondary context

This article draws upon data generated through interviews with and classroom observations of Year 13 students and their teachers in New Zealand to propose that wellbeing is viewed as a multi-dimensional, complex phenomenon involving seven interrelated domains: Having, Being, Relating, Thinking, Feeling, Functioning, and Striving. Student and teacher commentary indicated that educational experiences reflect an emphasis on developing wellbeing-enhancing Assets including Having resources and support, Being an independent individual, and Relating well with teachers. In addition, Functioning efficiently in assessment-related activities and Striving towards acquisition of credits were considered important aspects of engaging in Actions that will lead to wellbeing in the future. In contrast, cognitive and affective Appraisals, such as Thinking creatively, critically, or meta-cognitively, or Feeling and expressing a wide range of emotions, were considered peripheral to their current educational experiences. Overall, data suggests that while understood in terms that reflected a view of wellbeing as a complex, learning system, wellbeing was experienced in the school context more simplistically. Implications for the development of wellbeing-enhancing educational experiences are discussed.