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ERIC Number: EJ870727
Record Type: Journal
Publication Date: 2009-Dec
Pages: 14
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-1743-9884
Marginalised Behaviour: Digital Annotations, Spatial Encoding and the Implications for Reading Comprehension
Johnson, Martin; Nadas, Rita
Learning, Media and Technology, v34 n4 p323-336 Dec 2009
Within large scale educational assessment agencies in the UK, there has been a shift towards assessors marking digitally scanned copies rather than the original paper scripts that were traditionally used. This project uses extended essay examination scripts to consider whether the mode in which an essay is read potentially influences the judgements made about it, employing qualitative and quantitative data-gathering approaches to focus on the annotation practices of readers who are assessing extended essays, and to explore whether this might be affected by mode. The project also gathers evidence about the spatial encoding ability of these readers to suggest that mode-related influences on annotation might influence the ability of readers to comprehend fully the material being read. Examiners had less spatial awareness about the location of script features on screen than on paper; however, annotating on screen might link to both the provision of appropriate annotations and the relative ease with which these are deployed whilst reading. There was also evidence that on-screen annotation could contribute to the development of good mental representations of texts on screen. (Contains 3 figures and 2 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom