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Assessing the Assessors: Determining a Model for Effective Asynchronous Writing Feedback in Doctoral Programs
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, , , Walden University, United States

Global TIME, in Online, Publisher: Association for the Advancement of Computing in Education (AACE)

Abstract

Best practices for providing writing feedback are unclear for instructors and students in online environments. This mixed-method study was designed to (a) assess the impact of an editorial review on the quality of 16 randomly selected dissertations from an online university and (b) code the content and delivery of the editorial reviews of those documents. Documents that improved from first to final draft contained a progression of editorial feedback, characterized by an initial direct fix, a fix with brief instruction, and subsequent highlighting of the problem. Feedback varied in delivery and included affect and encouragement. These findings underscore the importance of instructors’ self-assessment and may provide guidance for effective asynchronous writing feedback.

Citation

Pezalla, A., Walsh, M.L. & Brown, M. (2011). Assessing the Assessors: Determining a Model for Effective Asynchronous Writing Feedback in Doctoral Programs. In Proceedings of Global TIME -Online Conference on Technology, Innovation, Media & Education (pp. 120-124). Online,: Association for the Advancement of Computing in Education (AACE). Retrieved October 17, 2019 from .

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