The focus, function and framing of feedback information: linguistic and content analysis of intext feedback comments

Article

Derham, Cathrine, Balloo, Kieran and Winstone, Naomi. 2022. "The focus, function and framing of feedback information: linguistic and content analysis of intext feedback comments." Assessment and Evaluation in Higher Education. 47 (6), p. 896–909. https://doi.org/10.1080/02602938.2021.1969335
Article Title

The focus, function and framing of feedback information: linguistic and content analysis of intext feedback comments

ERA Journal ID19964
Article CategoryArticle
AuthorsDerham, Cathrine (Author), Balloo, Kieran (Author) and Winstone, Naomi (Author)
Journal TitleAssessment and Evaluation in Higher Education
Journal Citation47 (6), p. 896–909
Number of Pages14
Year2022
Place of PublicationUnited Kingdom
ISSN0260-2938
1469-297X
Digital Object Identifier (DOI)https://doi.org/10.1080/02602938.2021.1969335
Web Address (URL)https://www.tandfonline.com/doi/full/10.1080/02602938.2021.1969335
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.

Keywordsannotations; feedback modalities; linguistic style; self-regulation; written feedback
Contains Sensitive ContentDoes not contain sensitive content
ANZSRC Field of Research 2020390402. Education assessment and evaluation
390303. Higher education
Byline AffiliationsUniversity of Surrey, United Kingdom
Institution of OriginUniversity of Southern Queensland
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