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The impact of annotation on students learning

Ball, E, Franks, H, Jenkins, J, Leigh, JA and Mcgrath, ML 2005, The impact of annotation on students learning , Project Report, University of Salford, Salford, UK. (Unpublished)

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    The University of Salford School of Nursing’s policy on provision of feedback on assessed work was written to communicate the processes involved in complying with the institutional policy (School of Nursing, 2005). This is a change to the marking practices of School staff and it is expected that this change will make a difference and enhance the quality of student learning. It is necessary to compare the effect of annotation on student outcomes with other types of feedback. It is anticipated this comparison will serve to highlight the strengths and weaknesses in the marking and feedback process The provision of feedback to students on their performance within assessment is seen by the School of Nursing as good practice and an important part of learning development. The Quality Assurance Agency’s Code of Practice for “Assessment of Students,” Precept 12 (2001) on “feedback to students on performance” states that institutions should “ensure that appropriate feedback is provided to students on assessed work in a way that promotes learning and facilitates improvement.” Providing appropriate feedback to students on assessed work aims to promote learning, assist development, and extend student critical evaluation skills.

    Item Type: Monograph (Project Report)
    Themes: Subjects / Themes > L Education > LB Theory and practice of education > LB2300 Higher Education
    Subjects outside of the University Themes
    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
    Publisher: University of Salford
    Related URLs:
    Funders: Teaching and Learning Quality Improvement Scheme
    Depositing User: Institutional Repository
    Date Deposited: 28 May 2009 15:29
    Last Modified: 04 Feb 2014 14:33

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