Responding to Student Writing: the Students' Perspective

DOI: 10.1080/10189203.1998.9724674
Author(s): Brenda Spencer,


This article reports on the findings of 2600 questionnaire returns from UNISA Practical English students. It was designed to determine student expectations with respect to marking, to find out what value they attach to marking and their perception of the roles lecturers adopt when they respond to student writing. Student reaction to five divergent marking strategies was tested as well as their willingness to accept alternative methods such as peer evaluation, the portfolio approach, and Computer Assisted Instruction (CIA). The findings show that students in the distance teaching context attach great value to marking and commentary from lecturers, that they perceive the lecturer to have primarily a judging role and that they respond positively to the concepts of peer review and CAI. Their negative responses to the portfolio approach are also discussed.

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