ABSTRACT

This article addresses written feedback to students’ drafts and provides insight into teachers’ formative assessment practices. Data are taken from a large cross-disciplinary project on writing and assessment in Norway and comprises a sample of 7th graders’ writing processes from 11 schools. Teachers’ comments are categorised according to different acts of responding, drawing on theories of language acts. The study also focuses what teachers comment on, and selected examples from students’ revisions illustrate how teachers’ comments are handled. Findings show that a majority of the teacher comments are directive acts, pointing to specific textual aspects – and quite seldom in a dialogic way. The directives constitute a continuum illustrating different degrees of teacher control. Constatives are frequent, but do not necessarily contain facilitating explanations. The timing of the response stands out as a critical factor. The discussion underlines a need for writing instruction that invites students to revisions and involves teachers and students in active dialogues on text.

摘要

本文介绍了对学生草稿的书面反馈，并深入了解了教师的形成性评估做法。数据来自挪威一个大型的跨学科写作和评估项目，其中包括来自11所学校的7年级学生写作过程的样本。根据语言行为的理论，根据不同的回应行为对教师的评论进行分类。该研究还着重于教师的评论，从学生的修订中选取的示例说明了教师的评论是如何处理的。调查结果表明，大多数老师的评论是指示性的行为，指向特定的文本方面-很少以对话的方式进行。这些指令构成了一个连续体，说明了教师控制的不同程度。贪婪的人很频繁 但不一定包含简化的解释。响应时间是一个关键因素。讨论强调需要编写指导书，邀请学生进行修订，并使老师和学生积极参与文本对话。