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Published (Version of record)CC BY-NC-ND V4.0, Open Access
Published (Version of record)CC BY-NC-ND V4.0, Open
Journal article
The focus, function and framing of feedback information: linguistic and content analysis of in-text feedback comments
Assessment and evaluation in higher education, Vol.47(6), pp.896-909
2022
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Source: InCites
Abstract
In-text comments, in the form of annotations on students' work, are a form of feedback information that should guide students to take action. Both the focus of the in-text comments, and the ways in which they are linguistically communicated, have potential to impact upon the way in which they are perceived by students. This study reports on an analysis of 2101 in-text comments added by markers to 60 summative essays from two disciplines. The majority of comments, regardless of the grade awarded, were found to be directed at the task performance, rather than relating to the level of process or self-regulation. Work awarded higher grades received fewer annotations; these essays were found to include more feedback comments expressing a positive tone, with limited opportunities for informing further development. Work awarded lower grades mainly received corrective comments, as well as comments characterised by interrogative language and words expressing risk. It is argued that the linguistic style may influence engagement with in-text comments, impacting upon students' affective and emotional states, and their level of cognitive engagement with the feedback information. Recommendations for markers' practices are identified, to facilitate the opportunities for engagement and action that in-text comments might afford.
Details
- Title
- The focus, function and framing of feedback information: linguistic and content analysis of in-text feedback comments
- Creators
- Cathrine Derham - University of SurreyKieran Balloo - University of SurreyNaomi Winstone - University of Surrey
- Publication Details
- Assessment and evaluation in higher education, Vol.47(6), pp.896-909
- Publisher
- Routledge
- Number of pages
- 14
- Grant note
- The research reported in this article was supported by Advance HE through the award of a National Teaching Fellowship to the third author.
- Identifiers
- 991013273208902368
- Copyright
- © 2021 The Author(s).
- Academic Unit
- SCU College
- Language
- English
- Resource Type
- Journal article
- Local Fields
- Original Research - SoLT