Speaker

• Ligia Mendonça Tomazin, City University of New York - Hunter College (USA)

Scientific Coordinator: Anna Serbati

Abstract

This presentation examines research on feedback in the context of student writing, with a focus on how the source and timing of feedback can significantly shape learning outcomes. Drawing on a substantial body of literature, we will explore the effects of different feedback providers, including instructors, peers, self-assessment, and artificial intelligence, on meaningful educational outcomes, such as engagement and writing performance. Particular attention will be given to the emerging role of AI-generated feedback, considering both its potential and its limitations within formative assessment practices. Another focal point of the seminar will be the timing of the rubric presentation. specifically, whether rubrics are introduced before or after the drafting process, and how this timing influences student performance, revision quality, and writing development. The session will also explore how alternative feedback models can foster greater learner autonomy, self-regulation, and ownership of the writing process.

Short Bio

Ligia Mendonça is a Ph.D. candidate in Educational Psychology at The Graduate Center, CUNY. Her research centers on feedback and psychosocial characteristics, with a particular interest in exploring alternative sources of feedback to help reduce students’ reliance on instructors. She holds an M.A. in Educational Psychology from Hunter College and a B.A. in Literature and Linguistics from the University of Campinas (UNICAMP) in Brazil. Ligia has taught in higher education for the past three years and brings over a decade of experience teaching English as a foreign language.