This research compares the relative effectiveness and efficiency of personalised feedback versus annotated exemplars as two approaches to providing high school students with formative feedback in the development of their writing skills. The study was a randomised experiment conducted "in situ" in two English classes in one high school in…

A professional development initiative in writing provided a context in which teachers could be researchers their own knowledge about writing, writing assessment and writing instruction. Through close attention to student writing samples, and debate in ascertaining writing levels using the English Exemplars, teachers articulated growing confidence…