The feedback received by students on assessment tasks is a major source of their dissatisfaction with feedback generally, explaining why models of assessment continue to evolve to prioritise provision of useful feedback. Boud's notion of sustainable assessment is an example. We argue for conceptualising the sustainability of assessment practices…

Acid-base chemistry is a foundational topic that is taught in courses across the chemistry curriculum. Students often have difficulty distinguishing between the different theories of acid-base chemistry--Brønsted-Lowry and Lewis acid-base chemistry--and applying these two definitions correctly in unfamiliar scenarios. To help students learn these…

This study examines a common pedagogical approach whereby students view teacher feedback outside of class time. Facilitated through Moodle, it aimed to investigate not only the effect of written corrective feedback (WCF) on learning outcomes, but importantly, how frequently students review the feedback they receive. The study was conducted at a…

In calibration tasks students assess exemplar texts using criteria against which their own work will be assessed. Typically, these tasks are used in the context of training for peer assessment. Little research has been conducted on the benefits of calibration tasks, such as benchmarking, as learning opportunities in their own right. This paper…

In order to benefit from feedback on their writing, students need to engage effectively with it. This article reports a case study on student engagement with computer-generated feedback, known as automated writing evaluation (AWE) feedback, in an EFL context. Differing from previous studies that explored commercially available AWE programs, this…

Around the country, high school teachers are being called upon to improve student writing, but they often lack the tools and requisite know-how to make a difference. An ambitious new program called Drive to Write is attempting to change that. This report describes an evaluation of the program's implementation in 11 public high schools in New York…

The Literacy Design Collaborative (LDC) was created to support teachers in implementing college and career readiness standards in order to teach literacy skills throughout the content areas. Teachers work collaboratively with coaches to further develop their expertise and design standards-driven, literacy-rich writing assignments within their…

Most studies into lecturers' written feedback focus on the types of feedback found to be effective when students have the opportunity to act on that feedback, revise their written assignment and improve the mark they receive. But often students do not have this opportunity. Typically, they receive a mark and feedback on an assignment that they…

This article serves to introduce a new technology for student feedback on written assignments to political scientists. Developed in the field of composition studies, screencapture commentary is a novel technique designed to provide audiovisual responses to student writing. To receive feedback, students watch a recorded video of the instructor's…

For students new to higher education, the task of developing their academic writing skills, and particularly the principles and practices of source-referencing, can be daunting. Although institutions and teachers can and do provide positive guidance on this score, all too often students veer into inadvertent plagiarism through lack of confidence…

This article explores the degree to which student collaborations on research and writing assignments can effectively realize learning outcomes. The assignment, in this case, encouraged students to contribute discrete parts of a research project in order to develop their complementary abilities: researching, consulting, drafting, and revising. The…

Complaints from students are rare at the college level, but when they do happen, it offers a priceless opportunity to explore the value system of those students and encourage them to write about their beliefs and the alienation they are experiencing. While a majority of the students take writing as a requirement and seek only to earn the requisite…

This article describes an undergraduate course assignment that required 134 students in 52 student teams from three universities, two in the United States and one in the Czech Republic, to write, exchange, and give constructive feedback on a student-written strategic management or international business case and its accompanying teaching note. The…