Marking for Structure using Boolean Feedback
This paper presents evidence that marking student texts with well considered checklists is more effective than marking by hand. An experiment conducted on first-year students illustrated that the checklists developed to mark introductions, conclusions and paragraphs yielded better revision results than handwritten comments. Additional benefits made possible by the technique make a strong case for the use of such a technique in the marking of student texts. The marks assigned to the student texts also make a strong case for focusing on these specific textual features.
Keywords: Feedback, Second Language Writing, Checklist feedback, Text structure, Cohesion
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