How do you mark student writing? What kind of corrections do you make? What kind of corrections work, that is, help students do better next time? The authors of a recent article in the journal System address these questions. They compare two models of corrective feedback: explicitly telling a student there’s a problem, and implicitly coaching a student into self-correction. Their findings about which type is more effective and their recommendations took me by surprise, and I’ll tell you how and why I disagree with them in this fifth episode of the Musicuentos Black Box podcast. It’s free!
Also, stay tuned (ha!) for positive changes coming for the podcast. This is a project that is very important to me but it definitely needs some streamlining to work better for you and me both. An update soon!