Supporting writing competences through regular feedback in higher education

In the context of seminars with a total of 197 students, the development of writing competences was supported by means of regular feedback on short texts. Two forms of feedback were tested in an experimental setting. The results showed that elaborated feedback (experimental condition) proved superior to feedback in the form of points (control condition). Elaborated feedback was more helpful and supported learning more effectively. Furthermore, only the student texts in the experimental group improved over the course of the semester.

09.05.2016 | Elisabeth Fischer & Martin Hänze (Kassel)