The Focus, Function and Framing of Feedback Information: Linguistic and Content Analysis of In-Text Feedback Comments

Autor/inn/en	Derham, Cathrine; Balloo, Kieran; Winstone, Naomi
Titel	The Focus, Function and Framing of Feedback Information: Linguistic and Content Analysis of In-Text Feedback Comments
Quelle	In: Assessment & Evaluation in Higher Education, 47 (2022) 6, S.896-909 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Derham, Cathrine) ORCID (Balloo, Kieran) ORCID (Winstone, Naomi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2021.1969335
Schlagwörter	Feedback (Response); Content Analysis; Essays; Summative Evaluation; Grades (Scholastic); Writing Evaluation; Correlation; Language Usage; Error Correction; Language Styles; Evaluators; Student Attitudes; Emotional Response; Health Sciences; Psychology; Undergraduate Students + Suchen Sie Ihr Suchwort? Inhaltsanalyse; Essay; Aufsatzunterricht; Notenspiegel; Korrelation; Sprachgebrauch; Korrektur; Sprachstil; Schülerverhalten; Emotionales Verhalten; Psychologie
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01