Abstract
This study examines how scoring with feedback in formative assessment affects learning in an English as a foreign language (EFL) writing classroom. Two EFL writing classes were compared: in one class, teacher feedback was given to students on initial drafts, and scores were given only at the end of the semester; in the second class, teacher feedback and scores were given to students on each draft throughout the semester. This study adopted a mixed-methods approach, including a statistical analysis to explore whether teacher feedback accompanied by scoring makes a difference in student writing, and observation, and interviews of focal students to examine how feedback with scores affects students’ perceptions and attitudes towards writing. The results reveal that the scoring class wrote more accurately than the non-scoring class and that the focal students in the scoring class were not only more aware of both their own and their classmates’ performances, but that they also made efforts to emulate the students they considered effective writers. This study implies that scoring can fortify the effects of feedback by motivating high achieving students to do their best in their writing assignments. DOI: http://dx.doi.org/10.17576/GEMA-2014-1403-07
Highlights
While scoring has usually been considered an unwelcome activity by both instructors and students, it is necessary in a classroom setting where grades must eventually be given
While several scholars suggest that instructors separate these two conflicting roles by postponing scoring as late as possible in the semester (Casanave, 2004; Hamp-Lyons, 1994), this study re-examines the effects of scoring and suggests the possibility of consolidating the original role of feedback, that is, to help students progress, with formative assessment
This study examines the learning processes of university students in an English as a foreign language (EFL) writing class in two feedback intervention groups: one group receiving both scoring and commenting and a second group receiving only commenting
Summary
While scoring has usually been considered an unwelcome activity by both instructors and students, it is necessary in a classroom setting where grades must eventually be given. Instructors must provide meaningful and constructive feedback to students to help them improve their writing skills, but they need to assess student writing, as it is these scores that constitute the students’ final grades. While several scholars suggest that instructors separate these two conflicting roles by postponing scoring as late as possible in the semester (Casanave, 2004; Hamp-Lyons, 1994), this study re-examines the effects of scoring and suggests the possibility of consolidating the original role of feedback, that is, to help students progress, with formative assessment. He argues instead that future studies on formative assessment should “relate the kinds of feedback interventions to the learning processes they
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