This thesis is positioned in the field of Norwegian language, and more specifically the assessment of writing. The aim of the thesis is to investigate how pupils in lower secondary school understand and use teacher’s written comments on texts the pupils write in the subject of Norwegian.
The thesis employs a sequential mixed methods design, where I combine qualitative and quantitative data. The design is qualitatively driven and consists of three phases, in which each phase informs the consecutive phase. Methods used in data collection are verbal protocols (phases 1 and 2), interviews (phase 2) and a survey (phase 3). In addition, commented student texts constitutes secondary data.
A key finding regarding students' understanding of teacher comments is that students in most cases understand the comments they receive. It is also an important finding that students, with only a few exceptions, are positive to the teacher comments.
Regarding students' use of teacher comments, it is a central finding that students do only what is expected of them. In Phase 1, the students receive teacher comments during the writing process. Here, all the students revise their texts. The revisions are mostly in response to the teacher's comments. In Phase 2, I examine teacher comments given on a day-long test, and the students gets their comments after finishing the text. If the students are not expected to further develop the text, they only try to remember the feedback to future writings.
Regarding students’ feedback preferences, the thesis shows that students prefer comments on global level text (as ideas, content, genre and structure), and the most useful comments are those that are specific, explanatory and provides direction for how the student can proceed.
The thesis contributes to increased knowledge of written teacher comments, from a student perspective. The study contributes with knowledge of assessment for learning in a Norwegian language perspective. A better understanding of how students understand and use written teacher comments makes it possible to develop assessment practices further in a way that they corresponds to the main guidelines for assessment in Norwegian schools.
The work is performed by ILS/UV, University of Oslo and University College of Southeast Norway.