Day 1 : Poster Presentations (Theme: Teaching and Learning)

Event Title

Understanding the quality of WFB from the graduate students' perspective

Presenter Information

Lubna Ghazal, Aga Khan University

Location

Auditorium Pond Side

Start Date

26-1-2013 3:30 PM

Abstract

Background: Excellence in academic performance at the graduate level requires good command on writing skills. Teachers’ written feedback can help students develop their writing skills. However, several personal and contextual factors may influence the utilization of feedback by students. Understanding these factors is essential to improve the practices of written feedback.

Methods: Using a descriptive exploratory design, this study aimed to appraise the quality of written feedback in the graduate programs and to ascertain students’ perceptions about it, at a private university in Pakistan. A purposive sample of 15 participants participated in the study. The data were collected through in-depth students’ interviews. The interviews were tape-recorded and transcribed verbatim. Data were manually coded and categorized for pattern of similarities.

Results: transcribed verbatim. Data were manually coded and categorized for pattern of similarities.

Results: Four categories emerged from the data analysis: subsequent utility, composition of written feedback, timely availability, and opportunities for clarification. The findings have implication for students, teachers and the university.

Conclusions: Educators must be made aware about the impact of written feedback on students’ learning and trained to enhance the quality of their feedback. Institutional policies for graduate program may bring consistency and positively influence the teachers’ practices of written feedback.

Keywords: Written feedback and its impact, quality written feedback, graduate students and written feedback

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Jan 26th, 3:30 PM Jan 26th, 5:00 PM

Understanding the quality of WFB from the graduate students' perspective

Auditorium Pond Side

Background: Excellence in academic performance at the graduate level requires good command on writing skills. Teachers’ written feedback can help students develop their writing skills. However, several personal and contextual factors may influence the utilization of feedback by students. Understanding these factors is essential to improve the practices of written feedback.

Methods: Using a descriptive exploratory design, this study aimed to appraise the quality of written feedback in the graduate programs and to ascertain students’ perceptions about it, at a private university in Pakistan. A purposive sample of 15 participants participated in the study. The data were collected through in-depth students’ interviews. The interviews were tape-recorded and transcribed verbatim. Data were manually coded and categorized for pattern of similarities.

Results: transcribed verbatim. Data were manually coded and categorized for pattern of similarities.

Results: Four categories emerged from the data analysis: subsequent utility, composition of written feedback, timely availability, and opportunities for clarification. The findings have implication for students, teachers and the university.

Conclusions: Educators must be made aware about the impact of written feedback on students’ learning and trained to enhance the quality of their feedback. Institutional policies for graduate program may bring consistency and positively influence the teachers’ practices of written feedback.

Keywords: Written feedback and its impact, quality written feedback, graduate students and written feedback