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ERIC Number: ED316876
Record Type: Non-Journal
Publication Date: 1990-Jan
Pages: 35
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Thoughts from Students of Language Arts at the Elementary, High School, and College Level on Teacher Written Comments.
Corley, Donna J.
This study was conducted to address the question of how teacher written comments affected students from elementary school to college and to see if there were any differences within and between these groups. Twelve students, five male and seven female, from elementary, high school, and college (including some education majors), were the subjects of the study. Ages of the subjects ranged from 9-48. Information was gathered on teacher use of written response and whether responses were being read by the students and for what reasons. Results indicated that all students received and read teacher written responses to their work. Approximately 66% of the elementary and high school students read the responses to see what they did wrong and those remaining read to see what they had done correctly. Thirty-three percent of the college education majors read the remarks to see what they had done wrong and right, 33% read them to understand their grade, and those remaining read the remarks to better their performance in the future. All the undeclared majors read the remarks to see how the teacher felt about their work. All the groups seemed to be concerned with how the teacher felt about their work and how the comments could help them. There were differences between and within the groups on what they felt were the reasons for the teacher using written response. (Three tables and nine figures of data are included--one table is the written response questionnaire.) (MG)
Publication Type: Reports - Research; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A