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This paper describes the working environments of gymnasium teachers in Swedish when they mark, correct, or assess their students’ written texts that have been handed to them. Which strategies do they use for making this activity less time-consuming and efficient? How do they perceive their workload? If they teach other courses than Swedish 1, 2 and 3 – do they perceive any difference in the workload of marking, correcting, grading, or assessing students’ written texts? To examine this, a web-based survey has been conducted with a qualitative approach. Sixteen teachers, who all had teaching licenses as well as experience teaching at a Swedish gymnasium, participated. Then a qualitative content analysis, inspired by Graneheim and Lundman (2004), analyzed the answers made to the four free-text questions of the survey. The results show that teachers spend considerable time marking student texts during workdays. There is some variation in strategies the teachers use to be time-efficient, even though some patterns have been detected. Most teachers report a difference between marking texts that have been handed in by the scope of the courses in Swedish, and other courses (including Swedish as a second language as well as foreign languages). The teachers give their students a lot of written feedback when they perform this task, although they make different demands on their students on how to use it. |
