Annotation an effective device for student feedback: a critical review of the literature
Ball, E 2009, 'Annotation an effective device for student feedback: a critical review of the literature' , Nurse Education in Practice, 7 (3) , pp. 295-307.
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The paper examines hand-written annotation, its many features, difficulties and strengths as a feedback tool. It extends and clarifies what modest evidence is in the public domain and offers an evaluation of how to use annotation effectively in the support of student feedback (Marshall 1998; Wolfe & Nuewirth 2001; Diyanni 2002; Wolfe 2002; Liu 2006; Feito & Donohue 2008; Ball 2009a; Ball et al 2009b). Although a significant number of studies examine annotation, this is largely related to on-line tools and computer mediated communication and not hand-written annotation as comment, phrase or sign written on the student essay to provide critique. Little systematic research has been conducted to consider how this latter form of annotation influences student learning and assessment or, indeed, helps tutors to employ better annotative practices (Storch & Tapper, 1997; Juwah et al, 2004; Jewitt & Kress, 2005). There is little evidence on ways to heighten students’ self-awareness when their essays are returned with annotated feedback (Storch & Tapper, 1997). The literature review clarifies forms of annotation as feedback practice and offers a summary of the challenges and usefulness of annotation.
|Uncontrolled Keywords:||Annotation; feedback; summative assessment|
|Themes:||Subjects / Themes > R Medicine > RT Nursing|
Subjects / Themes > L Education > L Education (General)
Health and Wellbeing
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
|Journal or Publication Title:||Nurse Education in Practice|
|Depositing User:||Dr Elaine Ball|
|Date Deposited:||21 Jul 2010 13:47|
|Last Modified:||30 May 2014 16:20|
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