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ERIC Number: ED480197
Record Type: RIE
Publication Date: 2002
Pages: 119
Abstractor: N/A
A Case Study of Developmental Writing Students' Interpretation of and Response to Instructor's Feedback on Their Writing Assignments.
Bekas, Nicholas J.
The purpose of this study was to investigate student responses to a developmental writing instructor's feedback on their writing assignments in college-preparatory writing courses at a community college. Using observation, analysis of teacher responses on a writing assignment, surveys, and interviews, the research investigated how students interpreted instructor feedback, and whether students applied that feedback to their writing. The population of the study was 45 students from two sections of college preparatory writing, both of which were taught by the same instructor. The study consisted of four parts: (1) Analysis of feedback made by instructor on writing assignments; (2) Classroom observation; (3) Survey of students and instructor, using open-ended questions; and (4) Interviews with 13 students and instructor. The author argues that the study results indicate pedagogical hegemony is an impossibility, even though it is an ideal toward which the instructor is forced to strive. Students reacted differently to the same kinds of responses from the instructor. The study did find that, overall, students preferred oral responses to written. The author also argues that a coherent feedback policy is imperative, even though the student need not understand the procedure. The point system and grades did not seem to correspond to the basic premise of portfolio assessment. Research instruments appended. (Contains 72 references.) (NB)
Publication Type: Dissertations/Theses - Doctoral Dissertations; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Ph.D. Dissertation, University of Central Florida.