Annotation an effective device for student feedback: A critical review of the literature

Nurse Education in Practice

Volumn 10, Issue 3, 2010, Pages 138-143

  Ball, Elaine C ^a  

^a UNIVERSITY OF SALFORD   (United Kingdom)

Author keywords

Annotation; Feedback; Summative assessment

Indexed keywords

ARTICLE; DOCUMENTATION; FEEDBACK SYSTEM; NURSING EDUCATION; NURSING STUDENT; ORGANIZATION AND MANAGEMENT; UNITED KINGDOM;

DOCUMENTATION; EDUCATION, NURSING; FEEDBACK; GREAT BRITAIN; STUDENTS, NURSING;

EID: 77949570041     PISSN: 14715953     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.nepr.2009.05.003     Document Type: Article

References (62)

1. Ainsworth L., and Viegut D. Common Formative Assessments: How to Connect Standards-Based Instruction and Assessment (2006), Sage, London
2. Allan J., and Clarke K. Nurturing supportive learning environments in higher education through the teaching of study skills: to embed or not to embed?. International Journal of Teaching and Learning in Higher Education 19 1 (2007) 64-76
3. Askoxford.com.oxforddictionarys. 2008. Annotation. [online] Available from: http://www.askoxford.com/concise_oed/annotate?view=uk. (accessed 29.09.08.).
4. Ball E. A participatory action research study on handwritten annotation feedback and its impact on staff and students. Systemic Practice and Action Research 22 2 (2009) 111-124
5. Ball E., Franks H., McGrath M., and Leigh J. Annotation is a valuable tool to enhance learning and assessment in student essays. Nurse Education Today 29 3 (2009) 284-291
6. In: Barney S.A. (Ed). Annotation and Its Texts (1991), New York, OUP
7. Boston, C., 2002. The concept of formative assessment. Practical Assessment, Research and Evaluation, 8(9), 1-5. Paper Retrieved March 29th, 2006, From ERIC Database.
8. Boud D. Assessment and learning: contradictory or complementary?. In: Knight P. (Ed). Assessment for Learning in Higher Education (1995), Kogan Page, London
9. Broecke S., and Nicholls T. Ethnicity and Degree Attainment (2007), Department for Education and Skills, London
10. Brown G., Bull J., and Pendlebury P. Assessing Student Learning in Higher Education (1997), Kogan Page, London
11. Crisp B.R. Is it worth the effort? How feedback influences students' subsequent submission of assessable work. Assessment and Evaluation in Higher Education 32 5 (2007) 571-581
12. Crook C., Gross H., and Dymott R. Assessment relationships in higher education: the tension of process and practice. British Educational Research Journal 32 1 (2006) 95-114
13. Derrida, J., 1982. Margins of Philosophy (Trans., Alan Bass). Chicago University Press, Chicago, USA.
14. Diyanni R. One Hundred Great Essays (2002), Addison-Wesley, New York
15. Dornan T., Brown M., Powley D., and Hopkins M. A technology using feedback to manage experience based learning. Medical Teacher 26 8 (2004) 736-738
16. Duff P.A. Problematising academic discourse socialisation. Learning Discourses and the Discourses of Learning 1 1 (2007) 1-18
17. Elton L., and Johnston B. Assessment in Universities: A Critical Review of Research (2002), OUP, Cheri
18. Feito A., and Donahue P. Minding the gap annotation as preparation for discussion. Arts and Humanities in Higher Education 7 3 (2008) 295-307
19. Freshwater D., and Rolfe G. Deconstructing Evidence-based Practice (2004), Routledge, Oxon
20. Harrison N. The impact of negative experiences, dissatisfaction and attachment on first year undergraduate withdrawal. Journal of Further and Higher Education 30 4 (2006) 377-391
21. Hyland P. Learning from feedback on assessment. In: Booth A., and Hyland P. (Eds). The Practice of University History Teaching (2000), MUP, Manchester
22. Jewitt C., and Kress G. English in classrooms: only write down what you need to know: annotation for what?. English in Education 39 1 (2005) 5-18
23. Juwah C., Macfarlane-Dick D., Matthew B., Nicol D., Ross D., and Smith B. Enhancing student learning through effective formative feedback. The Higher Education Academy (2004) 1-40
24. Knight P. The local practices of assessment. Assessment and Evaluation in Higher Education 31 4 (2006) 435-452
25. Kristeva, J., 1986. The Kristeva Reader. In: Toril Moi (Ed.), Basil Blackwell, Oxford.
26. Lamont C. Annotating a text: literary theory and electronic hypertext. In: Sutherland K. (Ed). Electronic Text: Investigations in Method and Theory (1997), Clarendon Press, Oxford
27. Lea M., and Street B. Student writing and staff feedback in higher education: an academic literacies approach. In: Lea M., and Stierer B. (Eds). Student Writing in Higher Education: New Contexts (2002), OUP, Buckingham
28. Liu K. Annotation as an index to critical writing. Urban Education 41 (2006) 192-207
29. Lunsford A.A., and Ruszkiewicz J.J. The Presence of Others. third ed. (1999), St. Martins, New York
30. Marshall, C.M., 1998a. The Future of Annotation in a Digital (paper) World. Presented at the 35th Annual GLSLIS Clinic: Successes and Failures of Digital Libraries, June 20-24, University of Illinois at Urbana-Champaign, March 24, pp. 1-20.
31. Marshall, C.M., 1998b. Toward an ecology of hypertext annotation. Hypertext. In: Proceedings of the Ninth ACM Conference on Hypertext and Hypermedia, June 20-24, Pittsburgh Pennsylvania, US, pp. 40-49.
32. Martens R., and Dochy F. Assessment and feedback as student support devices. Studies in Educational Evaluation 23 3 (1997) 257-273
33. McColly W. The Dimensions of Composition Annotation Oswego (1965), State University of New York, New York
34. Nicol D., and Macfarlane-Dick D. Formative assessment and self-regulated learning: a model and seven principles of good feedback practice. Studies in Higher Education 31 (2006) 199-218
35. Mutch A. Exploring the practice of feedback to students. Active Learning in Higher Education 4 1 (2003) 24-38
36. Nesbit P., and Burton S. Student justice perceptions following assignment feedback. Assessment and Evaluation in Higher Education 31 6 (2006) 655-670
37. Nokelainen P., Miettinen M., Kurhila J., Floréen P., and Tirri H. A shared document-based annotation tool to support learner-centred collaborative learning. British Journal of Educational Technology 36 5 (2005) 757-770
38. Orsmond P., Merry S., and Callaghan A. Implementation of a formative assessment model incorporating peer and, self assessment. Innovations in Education and Teaching International 41 3 (2004) 273-290
39. Paley J. Evidence and expertise. Nursing Inquiry 13 (2006) 82-93
40. Patterson E. The analysis and application of peer assessment in nurse education, like beauty, is in the eye of the beholder. Nurse Education Today 16 (1996) 49-55
41. Porter-O'Donnell C. Beyond the yellow highlighter: teaching annotation skills to improve reading comprehension. English Journal 82 (2004) 89
42. Prowse S., Duncan N., Hughes J., and Burke D. '...Do that and I'll raise your grade'. Innovative module design and recursive. Feedback Teaching in Higher Education 12 4 (2007) 437-445
43. Race P. What has assessment done for us-and to us?. In: Knight P. (Ed). Assessment for Learning in Higher Education (1995), Kogan Page, London
44. Race P. The lecturer's toolkit. second ed. (2001), Kogan Page, London
45. Radecki P.M., and Swales J.M. ESL student reaction to written comments on their written work. System 16 (1988) 355-365
46. Ramage J.D., and Bean J.C. Writing Arguments. third ed. (1995), Allyn and Bacon, Needham Heights, MA
47. Reid J. Responding to ESL students' texts: the myths of appropriation. TESOL Quarterly 28 (1994) 273-292
48. Richardson J.T.E. Instruments for obtaining student feedback: a review of the literature. Assessment and Evaluation in Higher Education 30 4 (2005) 387-415
49. Stefani L. Assessment of student learning: promoting a scholarly approach. Learning and Teaching in Higher Education 1 (2004-2005) 51-66
50. Storch N., and Tapper J. Student annotations: what NNS and NS university students say about their own writing. Journal of Second Language Writing 6 3 (1997) 245-265
51. Struyven K., Dochy F., and Janssens S. Students' perceptions about evaluation and assessment in higher education: a review. Assessment and Evaluation in Higher Education 30 4 (2005) 325-341
52. Trotter E. Student perceptions of continuous summative assessment. Assessment and Evaluation in Higher Education 31 5 (2006) 501-521
53. Urquhart V.A., and McIver M.C. Teaching writing in the content areas (2005), Association for Supervision and Curriculum Development, Alexandria, VA
54. Weaver M.R. Do students value feedback? Student perceptions of tutors' written responses. Assessment and Evaluation in Higher Education 31 3 (2006) 379-394
55. Wilson D.M. Improving feedback on student papers: a quantitative method which aids marking and gives valid feedback. Nurse Education Today 11 (1991) 53-56
56. Wolfe J.L. Marginal pedagogy: how annotated texts affect writing-from-source texts. Written Communication 19 2 (2002) 297-333
57. Wolfe J.L., and Nuewirth C.M. From the margins to the centre: the future of annotation. Journal of Business and Technical Communication 15 3 (2001) 333-371
58. Wolfe, J.L., 2000. Effects of annotations on student readers and writers. In: Proceedings of the Fifth ACM Conference on Digital Libraries, ACM Press, San Antonio.
59. Yang S.J.H., Chen I.Y.L., and Shao N. Ontology enabled annotation and knowledge management for collaborative learning in virtual learning community. Educational Technology and Society 7 4 (2004) 70-81
60. Young P. "I might as well give up": self-esteem and mature students' feelings about feedback on assignments. Journal of Further and Higher Education 24 3 (2000) 409-418
61. Wilding J., and Andrews B. Life goals, approaches to study and performance in an undergraduate cohort. British Journal of Educational Psychology 76 4 (2006) 171-182
62. Wray J., Brettle A., Long A.F., and Grant M.J. What the Papers Say about Multi-professional Working - A Review (2001), Report HCPRDU, University of Salford