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responding to student writing

This workshop will address the role of feedback in the process of assessing writing. It will cover a range of types of response, including peer feedback, teacher feedback and self-evaluation, and how these methods of assistance might fit into different assessment processes such as classroom-based assessment and high stakes testing. Task design and the communication of feedback through scoring criteria and marking schemes will be examined from a practical and a theoretical perspective. The session will cover issues such as how to provide feedback on language use effectively and efficiently, as well as how response to student writing can link to assessment instruments and curriculum frameworks. In addition to the examples provided, workshop participants will be welcome to bring examples of tasks and/or methods of providing feedback from their own contexts for discussion.

 

Facilitator:

Susy Macqueen, Language Testing Research Centre, University of Melbourne

 Currently a Research Fellow at Language Testing Research Centre, Susy Macqueen has a range of experience in the education sector. She has taught English as an additional language and as a first language in a variety of contexts. Her doctoral thesis was a longitudinal study that focused on how English learners use word patterns (formulaic sequences) and how these are affected by feedback. Other projects include an ARC-funded study of the use of feedback in second language writing, a study of the TOEFL writing tasks, an ESL VELS validation study and language test development for primary and secondary students.