In an educational context, feedback should be occurring daily, for both teacher and student although teachers are usually the ones giving the feedback. This dynamic could be compared to a tug-of-war where teachers provide their students with feedback hoping they apply it to their work. If it is not applied; the teacher then provides further feedback. For some elementary students, writing can be a problem for various reasons. For example, some students might be struggling with current grade content and require extra help in catching up to the rest of the class. Feedback would be very beneficial for these students. Whether elementary students are struggling or not, feedback for revision can be a difficult process as some students might feel their writing does not require a revision. A question most often asked by educators is what type of feedback is the most important, content or convention? There have been varying opinions as to the correct answer, and there is not a definitive correct response.
Effective feedback needs to motivate students to improve their writing pieces and is an essential element to the writing process. Without it, students could struggle and fail to successfully complete the writing process. Feedback can have different definitions depending on the context it is being used for. For the purpose of this paper when feedback is referred to, it is within an educational writing context. Peterson and Portier (2014) define feedback as “providing quality information about students’ learning and engaging in dialogue around students’ learning based on information gained through observation/conferencing” (p. 250). Also, Shute (2008) defines formative feedback as “information communicated to the learner that is intended to modify his or her thinking or behaviour to improve learning” (p. 153). This type of feedback can be communicated to students in many ways, both verbally and written. Formative feedback is one option that provides meaningful feedback that reaches the student in way that he or she will learn from the writing process. The purpose of this paper is to explore feedback throughout the writing process and how such feedback motivates elementary students to revise their writing pieces.
With regards to student writing, a teacher can give feedback during various development stages, not just on the completed piece. Providing feedback throughout the writing process enables the teacher to monitor the students learning to ensure they are on the right track. The writing process is similar to a series of steps, where each one is leading towards the final product. Primary grades would probably require in depth examples and a thorough explanation of the expectations. According to Shute (2008) feedback should “increase student knowledge, skills, and understanding” (p. 154). It needs to be a part of the learning process, and student academic growth. Teachers need to be well versed in the writing curriculum if they are to provide purposeful feedback. If teachers do not have a clear understanding of what is expected of the students, then how can students understand what is expected of them? Clear instructions and ‘check ins’ with students during the writing process should not only help to keep students on track, but also allow teachers to guide students towards the learning goals if needed. Feedback encourages students to rethink their ideas, “apply and experiment with the new ideas their peers or teachers have provided” (Peterson & Portier, 2014, p. 255). Feedback can be a collaborative process and when students do not revise their writing, they are missing out on key learning opportunities.
Feedback should include both praise and areas in need of improvement. When giving feedback teachers need to be mindful when praising students work. If the only feedback a student receives is what the teacher liked and the good aspects of the writing, how is the student supposed to learn how to change the areas in need of improvement? Silver and Lee (2007) suggest that “praise needs to be credible and informative to be effective and that insincere praise is unlikely to encourage successful revisions” (pp. 26-27). Students also need feedback that includes areas of improvement in order to grow academically. Students might not feel motivated to revise their writing if the teacher has given them the impression that it does not need improving. Feedback should be an equal balance of praise and areas of improvement. Silver and Lee add that “comments of praise or encouragement are important to develop writers” (p. 26). It is important for students to receive positive feedback as it builds writing confidence. Students who are constantly receiving negative feedback regarding what they did wrong, or what needs improvement might become discouraged and begin to resent writing. Students who become discouraged or struggle with the writing process might begin to feel that revising their work will not lead to an improved writing piece, and not make the effort to revise.
Hedgcock and Lefkowitz (1994) (as cited in Silver & Lee, 2007) state that “effective revision requires the engagement of the learner” as well as applying the feedback to their writing (pp. 43-44). Students need to be engaged with the revision and feedback process. When students revise “they re-think, re-evaluate, re-consider, and clarify” what they have written so they can compare what they intended to write and what they actually wrote (Saddler, Saddler, Befoorhooz, & Cuccio-Slichko, 2014, p. 129). By revising the written draft students learn to fine-tune their writing.
According to Shute (2008) directive feedback informs the student what needs to be revised, whereas “facilitative feedback provides comments and suggestions to help guide students in their own revisions” (p. 157). Directive feedback is doing the work for the student with the result being that students might not learn anything from it. For example, if the teacher inputs ideas into sections of the paper, then the student will be learning how to copy, not how to formulate his/her own ideas. Facilitative feedback is more of a guide for students to reference when they are revising their writing. Students need to be able to learn from the revision process, which will not happen if the teacher is giving them the answers.
Feedback, whether it comes from the teacher or a students’ peers is a crucial step in the writing process. It helps students to grow and learn from each other, as well as identifying what areas need writing improvement. Feedback is also an effective strategy for the teacher to inform the student what the strengths of his/her writing is, and what they liked about it. Formative feedback was discussed as one way to increase students’ knowledge and to further their understanding of the writing process. Writing should be thought of as a positive experience and a creative way to express thoughts. Teacher-student conferencing gives the teacher a chance to ask questions about the students’ writing piece, and can prompt further ideas and/or expansion on existing ones. The revision stage of writing needs to focus on the content. It is more effective for students’ to be able to first focus on expanding their ideas without having to worry about correct spelling and grammar, which can be addressed during the next revision. Focusing first on the content enables the student to focus on organizing and communicating the main ideas of their writing. Another important aspect of writing is to have time allotted where students have an opportunity to write about whatever interests them without worrying about revisions. Giving effective feedback during the elementary grades will help students develop and learn effective writing skills which can be built upon with each school year.
© Sabrina Morgan
References
Peterson, S. S., & Portier, C. (2014). Grade one peer and teacher feedback on student writing. Education 3-13: International Journal of Primary, Elementary and Early Years Education, 42(3), 237-257. doi: 10.1080/03004279.2012.670256
Saddler, B., Saddler, K., Befoorhooz, B., & Cuccio-Slichko, J. (2014). A national survey of revising practices in the primary classroom. Learning Disabilities: A Contemporary Journal, 12(2), 129-149.
Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153-189. doi: 10.3102/0034654307313795
Silver, R., & Lee, S. (2007). What does it take to make a change? Teacher feedback and student revisions. English Teaching: Practice and Critique, 6(1), 25-49.