The following are student and teacher responses to/concerns with the LRO; from intent listening and reading, I put the following general list together. The following are not exact quotations but comments that I have repeatedly heard or read. Because students and teachers often have the same responses, I did not distinguish between student and teacher comments (though it should be clear).

Many of these issues to relate to any portfolio model; however, some, because the LRO is different, are specific to the LRO.

	It is hard to remember to write observations.
	The observations are pointless.
	How does Part A relate to the class?
	It is not fair that we do not know our grades until the middle and end of the semester!
	How I am supposed to know what to work on/revise if I do not know my grade?

	I hate using the computer.
	So, if I simply improve then I will earn an A?

	It takes more time to read student work, write comments on the papers, and then write comments in the LRO.
	The sections of the LRO seem disjointed and arbitrary.
	It is hard to remember to read student observations.
	This is no different than portfolio assessment.
	This is too different.

	How do I know if a student is intentionally writing poorly at the beginning of the semester and then writing up to his/her level at the end of the semester to make it seem that he/she has improved/learned.
	The laxity of the LRO (because it is on-line and always available) encourages students to ignore deadlines and due dates.

  LRO Responsibility