Assessing the Assessors: Determining a Model for Effective Asynchronous Writing Feedback in Doctoral Programs
Annie Pezalla, M. Laurel Walsh, Melanie Brown, Walden University, United States
Global TIME, in Online, Publisher: Association for the Advancement of Computing in Education (AACE)
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.
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).
© 2011 Association for the Advancement of Computing in Education (AACE)
ReferencesView References & Citations Map
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.Suggest Corrections to References