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Using dialogic feedback approaches to promote writing transfer as part of assessment for learning
May 30, 2017
The National Forum funded Y1 Feedback project notes, as part of its initial findings, that feedback should be a dialogic process that ultimately supports learners to become self-regulating (2016). Research into writing transfer reinforces the importance of feedback for student writers where we wish to help these writers ‘With explicit rhetorical education … to transform rhetorical awareness into performance’. As noted in the Elon Statement on Writing Transfer ‘Helping students [to] develop strategies and tools to think about how writing functions in communities can potentially prepare them to draw effectively on prior knowledge’ (2013). Thus, dialogic feedback has a key role to play as part of facilitating learning transfer and assessment for learning.
Dialogic feedback begins with students assessing their own work, setting the stage for feedback, which accomplishes two aims. First, when students initiate the feedback process, they exert more authority in it and are more likely to respond positively to the feedback provided. Second, when students use the key terms of a transfer-oriented curriculum like the Teaching for Transfer curriculum, the feedback provided in the context of the key terms reinforces those elements of the curriculum in the context of the student’s own composing processes and texts, again making it more likely that the terms will “stick.”
In this seminar participants will learn about current research in the areas of dialogic feedback and writing transfer in order to make informed decisions about how feedback on writing, as part of assessment for learning, can help students to develop better writing processes and to produce better texts.
Following this workshop participants will be able to
• Outline what dialogic approaches to feedback are and why they are effective as part of assessment for learning
• Connect principles around promoting writing transfer with dialogic approaches to feedback
• Suggest why feedback is crucial to helping student writers to develop good processes and appropriate written outputs
• Articulate the most appropriate forms of feedback and writing transfer affordances towards assessment for learning
• Plan how knowledge of dialogic approaches to feedback and writing transfer could be exploited as part of curriculum planning and in-class pedagogy in order to facilitate assessment for learning.
All staff supporting student writers
Format: Participatory workshop