How Do Students View Written Feedback from Teachers
How do students view Written Teacher Feedback?
Before a teacher can know how best to address basic writers, it is important to know how the majority of students view written teacher feedback. Auten and Pasterkiewicz state, “First year students find many features of a college composition class new and unfamiliar” (2), and as Bardine et al. also says, “Student perceptions do not always match the teacher’s intent” (95). Students feel that the comments left by their teachers are mostly to justify the grade they are given, and most students have admitted to not taking more than a few minutes to read what is written and tend to put most of the emphasis on their grade (Bardine, Bardine, and Deegan 96–98).
How do students view specific types of written teacher feedback?
Even though a teacher presents their written feedback as if it were an ongoing communication between them and the student author, most students feel it is a one-way conversation with the teacher as the speaker and the student only in the audience listening. It is not a “conversation” but an evaluation by the teacher. (Auten and Pasterkiewicz 1–2)
Teachers might use questions to try and encourage deeper thinking,but students feel they have to address all of the questions and rewrite the entire paper.(Auten and Pasterkiewicz 3)
If students feel the teacher’s comments are nothing more than a list of things they did wrong in their paper, avoidance is usually their response. Students become “reluctant revisers” because they feel intimidated by the negative evaluations. (Auten and Pasterkiewicz 4–5)
Even though a teacher begins their written feedback with positive comments, when criticism follows, they do not feel as if the teacher is really looking at the positives. The final grade is a reflection of the negative comments instead of the positive ones. (Auten and Pasterkiewicz 5)