Browsing by Subject "arviointimalli"

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  • Laukkanen, Noora (Helsingfors universitet, 2016)
    A versatile understanding of different text types and producing texts according to those are important skills to be learned at school. It is important that teacher is capable of evaluating different text types written by students and give constructive feedback out of those. The purpose of this research is to find out what elements a teacher should take into account when giving feedback and evaluating student written reviews. In this research a feedback and evaluation model will be created. A teacher can use the model when evaluating whether or not typical features of review exist in student written texts and give constructive feedback of writing for the students. Functionality of the model will be tested in practice in this research. This qualitative research was implemented in two phases. Research material of the first phase consisted drama reviews written by one fifth grade class' students (total 21). Reviews were analyzed by using genre analysis and based on analyzed reviews and earlier theories a feedback and evaluation model was created as well as tested against the research material. On the second phase of the research three teachers tested the feedback and evaluation model in practice. The teachers were then interviewed and the interviews were analyzed with content analysis. Based on the student texts' analysis and earlier theories the selected parts to be viewed from reviews written by students were review's sections and structure, own voice, paragraphing, vividness and distinctiveness of language, and length of text. These parts were then divided into more detailed questions. The material's drama reviews' structure mainly consisted explanations of writer's opinion. In addition the reviews' presented well the description of writer's own viewing experience. The occurrence of any evaluated part was not directly linked to the occurrence of other parts. The teachers found out that use of the feedback and evaluation model was helpful. Based on their opinions the most useful parts were own voice, vividness and distinctiveness of language, and review's sections and structure out of which remarkably important was opinion. Paragraphing was found out to be least useful. In addition a new part, theme, came up and it had not been taken into account in the model. Based on the teachers' opinions it can be deduced that the feedback and evaluation model is helpful in both planning the actual teaching as well as in giving feedback. It would be good to develop the model so that it would concentrate more clearly on inspecting review's content rather than formal things like paragraphing or length of text.