‘What’s the point?’ Do annotations on students’ work promote self-regulation?

Paper


Derham, Cathrine, Balloo, Kieran, Norman, Maria and Winstone, Naomi E.. 2019. "‘What’s the point?’ Do annotations on students’ work promote self-regulation?" 18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI 2019). Aachen, Germany 12 - 16 Aug 2019 Germany.
Paper/Presentation Title

‘What’s the point?’ Do annotations on students’ work promote self-regulation?

Presentation TypePaper
AuthorsDerham, Cathrine (Author), Balloo, Kieran (Author), Norman, Maria (Author) and Winstone, Naomi E. (Author)
Journal or Proceedings TitleBiennial European Association for Research on Learning and Instruction Conference (EARLI 2019): Book of Abstracts
Number of Pages1
Year2019
Place of PublicationGermany
Web Address (URL) of Paperhttps://earli.org/sites/default/files/2019-08/EARLI2019-AUG2019_1.pdf
Conference/Event18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI 2019)
Event Details
18th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI 2019)
Event Date
12 to end of 16 Aug 2019
Event Location
Aachen, Germany
Abstract

As one component of the feedback process, annotations on student work should focus upon providing explanations and guidance, which encourage students to use the comments to develop their abilities to act as self-regulated learners; thus promoting what Carless (2015) refers to as the new paradigm of feedback practices. This is contrary to the old paradigm in which annotations merely serve to transfer information, characterised by evaluative statements and corrective advice. It is argued that it is not only the content of the message, but also the language used, which has an impact upon the sustainability of this form of feedback practice. The current study reports on an analysis of annotations in the form of 1760 in-text comments added by markers to 52 summative essays. Findings indicated that the majority of comments were directed at the level of task performance rather than relating to the process (i.e. giving students advice about their future work and regulation of their actions). Additionally, there were positive correlations found between grades and words expressing a positive emotional tone, as well as negative correlations between grades and words which had connotations of sadness, risk and were phrased as questions. It appears that all annotations encourage the old paradigm as they focus upon the delivery of information, which minimises the potential upon student learning. It is argued that markers’ practices could be modified to incorporate appropriate language and direction which could have a more positive impact upon students learning, maximising the benefit of in-text comments.

ANZSRC Field of Research 2020390402. Education assessment and evaluation
390303. Higher education
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Byline AffiliationsUniversity of Surrey, United Kingdom
Institution of OriginUniversity of Southern Queensland
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