M (Main Idea)
Misalignment between instructor practices and student preferences on writing feedback significantly impacts student learning.
E (Evidence)
According to Gredler’s (2018) research, the participants preferred the rubric because it gave them techniques for approaching future assignments.
Most students, 61, desired to improve their writing skills, while 53 and 37 favored proximal feedback and clear, detailed feedback, respectively (Gredler, 2018).
Previous studies, such as Mulliner and Tucker’s (2015) research, have shown that feedback must be supportive and constructive through critical and positive feedback balanced and aligned with assignment learning objectives and criteria.
A (Analysis of the Evidence)
The evidence from Gredler’s (2018) and Mulliner and Tucker’s (2015) research suggests that students prefer rubric-based and proximal feedback. It is important to note that the feedback derived from the rubric gives the learners a very straightforward way to adapt so that they can monitor their progress as they work. The type of feedback in this case is grounded on the constructivist theory, which postulates that learners study well when the engagement levels are high. The instructors and their peers give them feedback occasionally. Another critical aspect that should be noted in this case is how the evidence indicates that motivated learners are in an excellent position to improve their writing skills adequately. Studies conducted by Gredler in 2018 revealed that 61% of the learners had a strong desire to improve their writing skills, and this only happens in instances where the feedback is effectively aligned with the learning needs of these children and their respective preferences.
Reflection on the Process of Analyzing the Evidence
The process of scrutinizing the evidence unfolded in a manner that, while not inherent, demanded meticulous consideration of the evidential context. One difficulty that loomed on the analytical horizon was the heterogeneous nature of the studies under review. To illustrate, Gredler’s (2018) investigation was confined to online research, in stark contrast to the context in which Mulliner and Tucker (2015) conducted their research, characterized by face-to-face interactions. This inherent disparity casts a daunting shadow upon the prospects of generalizing the empirical findings to encompass the entirety of the student population.
An additional impediment during my analysis came from the relatively miniature scale of the studies. The implications of this scale were profound, as it cast a shadow upon the overarching representativeness of the findings, instilling uncertainty. Nevertheless, my steadfast conviction remains that the evidence drawn from Gredler’s (2018) and Mulliner and Tucker’s (2015) investigations complement the argument.
Gredler, J. J. (2018). Postsecondary Online Students’ Preferences for Text-Based Instructor Feedback. International Journal of Teaching and Learning in Higher Education, 30(2), 195-206. https://eric.ed.gov/?id=EJ1184996Links to an external site.
Mulliner, E., & Tucker, M. (2015). Feedback on feedback practice: Perceptions of students and academics. Assessment & Evaluation in Higher Education, 1-23. doi:10.1080/02602938.2015.1103365
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