The objectives of study were: (1) To analyze the tutor comments from assignments. (2) To assess the various types of tutor comments. (3) To assess the usefulness of tutor’s comments from learners point of view. (4) To study the grades given by the counsellors. (5) To find out the relationship of graders/marks and tutors comments (Do they match). (6) To study the awareness of tutor comments and its importance from tutors point of view. (7) To give suggestions for improvement of tutor comments from learners point of view, counsellors point of view.
565 students were selected purposively, available at the study centers recognized by IGNOU, situated at Mumbai.
Tools used for data collection were a questionnaire for student; reliability .62 by split half method, questionnaire for counsellors; reliability 0.95 by split half method and an attitude scale; reliability 0.85 by split half.
The study was survey method. Documentary study was also conducted.
Data was analyzed by using percentage method.
The findings of study were: (1a) Majority of students answered that they had improved their studies from time to time due to tutors comments, they had taken efforts in writing the assignments, and they got motivated for further studies. (1b) The students were satisfied with the tutors comments and their comments did not hamper their motivations. (1c) The comments were clear, simple, systematic, helpful, purposeful, gave them constructive suggestions and were not misleading them. (1d) Tutors wrote enough comments on assignments, and some tutors gave model answers to the students. (2a) Majority of counsellors found that their comments on assignments of distance learners were positive, encouraging, clear, helpful, constructive, intellectual, beneficial, gave proper guidance, developed problem solving ability and motivated them. (2b) Most of the counsellors responded that the tutors comments were necessary and they did not give harmful, negative, misleading and incomplete comments. (2c) They clarified the questions asked by the distance learner. (2d) They were very strict while correcting the assignments. (2e) Few counsellors gave model answers to the students and did not tick to take up training on tutor comments. (2f) All the counsellors were satisfied from the tutors comments given by them. (3) The attitude of the counsellors showed that the counsellors found that their comments on assignments of distance learner were positive, encouraging, clear, helpful, gave constructive suggestions, were intellectual, beneficial, gave proper guidance, developed problems solving ability and motivated them. Some counsellors agreed that they did not get time to read the assignments and give comments on it. (4) Study related to documents on tutors comments showed that (a) High percentage of tutors wrote positive comments. (b) The positive type of tutor comments did not have positive relationship with marks and grades, except Good comments had positive relationship with the marks. (c) Very low percentage of tutors used other types of comments such as negative, hollow, harmful, constructive, global and misleading. (d) Personal type of tutor comments were not written by tutors. (e) The constructive and global comments has a positive relationship with marks and grades. Whereas for negative and hollow type of tutor comments, there was no positive relationship between the comments and marks, grades and comments. (5) Very low percentage of students were at level of Excellent, Grade-A, point-5, and Range -4.50 and above. Average percentage of students were at level of Very Good’, Grade C’, point-3, and Range 2.50 to 3.45. Very low percentage of students were at level of satisfactory, Grade-D, point-2 and Range 1.50 to 2.49. Very low percentage of students were at level of unsatisfactory, Grade-E, point-1 and ranged 0 to 1.49.
Keyword(s): Evaluation , Tutor Marked Assignments, Open University