Making evidence informed decisions about formative written feedback for ELLs

iStock-woman at laptopI have been working on a research project with a former student, Lorelei Anselmo, about providing effective formative effective feedback for English Language Learners.

Here’s a piece featured on the Werklund School of Education’s “Research@Werklund” site:

Providing post-secondary ELLs with high quality feedback

Formative assessment provides students with feedback that focuses on growth, rather than a grade. Effective formative feedback can help students demonstrate that learning has taken place, and that the learners have used the suggestions to improve their work. Students who can reflect and act on feedback are more likely to be successful in their academic tasks – however, students of all ages must be taught how to use and apply feedback for it to be impactful.

In a study on international post-secondary English language learners (ELLs), Dr. Sarah Elaine Eaton and Lorelei Anselmo, a Werklund MEd graduate, interviewed and surveyed 19 learners on their experiences with formative feedback, both in their home countries, and in Canada. The researchers examined what it means to deliver high quality feedback to students about their writing, and how these students perceive and experience receiving feedback. Read more…

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Sarah Elaine Eaton is a faculty member in the Werklund School of Education, University of Calgary, Canada.

 

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