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A participatory action research study on handwritten annotation feedback and its impact on staff and students.

Ball, E 2009, 'A participatory action research study on handwritten annotation feedback and its impact on staff and students.' , Systemic Practice and Action Research, 22 (2) , pp. 111-124.

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    Abstract

    Annotation was introduced to a United Kingdom (UK) School of Nursing following an institutional audit within a UK University. Handwritten annotation (writing in the margins of student assignments) was introduced to the grading procedure to enhance the quality of student feedback and learning. Once in practice, annotation could be examined and an action research study facilitated the process. Post-qualifying essay scripts were examined for styles of annotation to identify its strengths and weaknesses. Five staff participated in action research to examine staff perceptions of annotation. Findings showed that words or telegraphic signs that stand alone in the margins of a student essay can be seen as abstract signs to the novitiate reader and need contextualising. If there is a negative tone in the markers’ annotation it can be detected by the student and interpreted as unhelpful or disparaging. There are a number of ways of improving annotation, and good practice guidelines are offered in the conclusion to this paper.

    Item Type: Article
    Themes: Subjects / Themes > R Medicine > RT Nursing
    Health and Wellbeing
    Schools: Colleges and Schools > College of Health & Social Care
    Colleges and Schools > College of Health & Social Care > School of Nursing, Midwifery, Social Work & Social Sciences
    Journal or Publication Title: Systemic Practice and Action Research
    Publisher: Kluwer
    Refereed: Yes
    ISSN: 1094-429X
    Depositing User: Institutional Repository
    Date Deposited: 27 Apr 2011 12:31
    Last Modified: 30 May 2014 16:19
    URI: http://usir.salford.ac.uk/id/eprint/13858

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