Measuring the Effect of Written Feedback on Writing.

Members of the Physics and English departments at The Ohio State University (OSU) and Rochester Institute of Technology are involved in an ongoing study addressing issues related to writing activities in the physics classroom. Students in the physics 103 and 104 course sequence at OSU “The World of Energy” view weekly videos then turn in summaries as part of their homework grade. These summaries are given one point if turned in; they are not graded for the quality of their content. In winter quarter, 2006, some students were given substantial feedback on these summaries with comments aimed to improve their writing. Feedback-induced improvement in their video summaries is demonstrated in this paper. [ABSTRACT FROM AUTHOR]