Quantity and quality of uptake: Examining surface and meaning-level feedback provided by peers and an instructor in a graduate research course

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dc.contributor.authorDressler, Roswita
dc.contributor.authorChu, Man-Wai
dc.contributor.authorCrossman, Katie
dc.contributor.authorHilman, Brianna
dc.date.accessioned2021-02-17T21:05:55Z
dc.date.available2021-02-17T21:05:55Z
dc.date.issued2019-01
dc.description.abstractWe examine the quantity and quality of uptake of surface-level and meaning-level feedback provided by peers and an instructor on writing assignments in an online graduate-level research course at a North American English-medium university. In this study, the instructor and peers (9 graduate students) endeavored to provide feedback that was timely, specific and embedded in writing (Wolsey, 2008). Students integrated this feedback on their writing assignments approximately 84.89% of the time, with the rate of uptake for instructor-provided feedback slightly higher than that of peer-provided feedback. This study also found that students addressed surface-level feedback focusing on writing mechanics, more frequently than meaning-level feedback, which focuses on argumentation, flow, and content. Overall, instructor surface-level feedback was most likely to be taken up, peer meaning-level feedback items was least likely. These results reveal the need for student training in the provision and uptake of feedback in online graduate contexts and beyond.en_US
dc.description.grantingagencyUniversity of Calgary - Research Granten_US
dc.identifier.citationDressler, R., Chu, M. W., Crossman, K., & Hilman, B. (2019). Quantity and quality of uptake: Examining surface and meaning-level feedback provided by peers and an instructor in a graduate research course. Assessing Writing, 39, 14-24.en_US
dc.identifier.doihttp://dx.doi.org/10.1016/j.asw.2018.11.001en_US
dc.identifier.urihttp://hdl.handle.net/1880/113099
dc.identifier.urihttps://doi.org/10.11575/PRISM/46326
dc.language.isoengen_US
dc.publisherElsevieren_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.hasversionacceptedVersionen_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.publisher.policyhttps://www.elsevier.com/about/policies/sharingen_US
dc.rightsUnless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0en_US
dc.subjectFormative Feedbacken_US
dc.subjectGraduate Studiesen_US
dc.subjectPeer Feedbacken_US
dc.subjectInstructor Feedbacken_US
dc.subjectUptakeen_US
dc.subjectGraduate-level Writingen_US
dc.titleQuantity and quality of uptake: Examining surface and meaning-level feedback provided by peers and an instructor in a graduate research courseen_US
dc.typejournal articleen_US
ucalgary.item.requestcopytrueen_US
ucalgary.scholar.levelFacultyen_US
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