This study focuses on comparing the results of self-, peerand teacher-assessment of student essays, as well as on exploring students' experiences of the self- and peer-assessment processes. Participants were 15 law students. The scoring matrix used in the study made assessment easy, according to both teachers and students alike. Self-assessment was sometimes considered difficult, because the students felt it impossible to be objective when considering their own work. In peer-assessment, the students found it difficult to be critical when assessing the essay of a peer. The students found it easier to assess technical aspects of the essays when compared to aspects related to content.

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The aim of this study is to examine whether a computer-supported learning environment enhances essay writing by providing an opportunity to share drafts with fellow students and receive feedback from a draft version. Data for this study were provided by 25 law students who were enrolled in a course in legal history at the University of Helsinki in February 2001. Both the students and the teacher were interviewed. The interviews showed that the students' experiences of the essay-writing process were very positive. The teacher's experiences were in line with the students'. The results showed that the students seemed to divide into two groups concerning their experiences towards sharing written drafts with peers: those who were very enthusiastic and enjoyed the possibility to share drafts and those who, on the other hand, felt that the idea of sharing unfinished essays was too threatening for them and required too much openness. The results further showed that the active use of a computersupported learning environment was related to good essay grades. IntroductionDuring recent decades, there has been a shift from product-oriented towards processoriented writing. The former focuses on students' written products rather than on the processes by which they produce them. Process-oriented instruction, on the other hand, aims at supporting students' writing process and in this way develops students' academic writing skills and improves the quality of their written products (Hayes and Flower, 1986;Tynjälä, 2001).

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