Document Type
Article
Publication Date
Fall 2025
Abstract
Effective teacher feedback is a key component of meaningful learning, yet many students do not consistently receive feedback that clearly guides improvement. This inquiry-based study examined how intentional, process-oriented feedback influenced elementary students’ perceptions of their learning over a six-week period. The research focused on feedback that emphasized effort, strategies, and next steps, aiming to support students’ resilience, motivation, and confidence as writers. Findings showed steady increases in students’ understanding of what to do next, their motivation to try harder, and their belief in their own abilities. Writing scores also rose gradually, suggesting that consistent, growth-focused feedback may contribute to measurable academic improvement. Students described the feedback as encouraging and empowering, with one student noting that it made them “feel brave,” showing the emotional impact of supportive instructional practices. Further research is needed to explore how process-oriented feedback influences diverse learners and how sustained implementation shapes long-term academic and social-emotional development.