Vis enkel innførsel

dc.contributor.authorOtnes, Hildegunn
dc.contributor.authorSolheim, Randi
dc.date.accessioned2020-04-20T12:50:46Z
dc.date.available2020-04-20T12:50:46Z
dc.date.created2019-04-29T10:21:52Z
dc.date.issued2019
dc.identifier.issn0969-594X
dc.identifier.urihttps://hdl.handle.net/11250/2651703
dc.description.abstractThis 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.en_US
dc.description.abstractActs of responding. Teachers’ written comments and students’ text revisionsen_US
dc.language.isoengen_US
dc.publisherTaylor & Francisen_US
dc.relation.urihttps://www.tandfonline.com/doi/full/10.1080/0969594X.2019.1595524
dc.titleActs of responding. Teachers’ written comments and students’ text revisionsen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionacceptedVersionen_US
dc.source.journalAssessment in education : Principles, Policy & Practiceen_US
dc.identifier.doi10.1080/0969594X.2019.1595524
dc.identifier.cristin1694459
dc.description.localcodeLocked until 23.10.2020 due to copyright restrictions. This is an [Accepted Manuscript] of an article published by Taylor & Francis, available at https://doi.org/10.1080/0969594X.2019.1595524en_US
cristin.unitcode194,67,80,0
cristin.unitnameInstitutt for lærerutdanning
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode2


Tilhørende fil(er)

Thumbnail

Denne innførselen finnes i følgende samling(er)

Vis enkel innførsel