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Students' Experiences of Assessment and Feedback Engagement in Digital Contexts: A Mixed-Methods Case Study in Upper Secondary School

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Title: Students' Experiences of Assessment and Feedback Engagement in Digital Contexts: A Mixed-Methods Case Study in Upper Secondary School
Language: English
Authors: Kim-Daniel Vattøy (ORCID 0000-0001-7649-9061), Siv M. Gamlem (ORCID 0000-0002-6523-0486), Lina Rebekka Kobberstad (ORCID 0000-0002-2883-8783), Wenke Mork Rogne (ORCID 0000-0002-5465-2421)
Source: Education Inquiry. 2024 15(4):443-464.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 22
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Student Experience, Student Evaluation, Feedback (Response), Learner Engagement, Secondary School Students, Computer Mediated Communication, Technology Uses in Education, Gender Differences, Academic Achievement, Dialogs (Language), Grades (Scholastic), Foreign Countries, Suburban Schools, Teacher Student Relationship, Electronic Learning, School Culture
Geographic Terms: Norway
DOI: 10.1080/20004508.2022.2122202
ISSN: 2000-4508
Abstract: This study examined students' experiences of assessment and feedback engagement in digital contexts in upper secondary school through an explanatory sequential mixed-methods case study. The data material consisted of 435 survey responses and 16 individual interviews. The results indicated that the use of digital feedback was crucial for students' experiences of digital feedback engagement. The final model of the path analyses suggested that students' experiences with digital feedback engagement were dependent on several predictive and mediating variables. Multiple regression analyses suggested gender differences regarding variables predicting digital feedback engagement. Whereas a deep approach and learning from examinations were important for male students, clear goals and standards were more important for female students' digital feedback engagement. Thematic analyses of the interview data identified three themes: Grades and digital feedback; dialogic feedback interactions; and a performance-oriented assessment culture. Grades tended to reduce the relevance of digital feedback when provided at the same time and in separate learning management systems (LMSs). Opportunity for dialogic feedback interactions was considered essential to students' feedback engagement and criteria orientation, but rarely offered in digital contexts. A performance-oriented assessment culture risked outweighing focus on learning in digital contexts for some students.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1447599
Database: ERIC
FullText Text:
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  Data: Students' Experiences of Assessment and Feedback Engagement in Digital Contexts: A Mixed-Methods Case Study in Upper Secondary School
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  Data: <searchLink fieldCode="AR" term="%22Kim-Daniel+Vattøy%22">Kim-Daniel Vattøy</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7649-9061">0000-0001-7649-9061</externalLink>)<br /><searchLink fieldCode="AR" term="%22Siv+M%2E+Gamlem%22">Siv M. Gamlem</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6523-0486">0000-0002-6523-0486</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lina+Rebekka+Kobberstad%22">Lina Rebekka Kobberstad</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2883-8783">0000-0002-2883-8783</externalLink>)<br /><searchLink fieldCode="AR" term="%22Wenke+Mork+Rogne%22">Wenke Mork Rogne</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5465-2421">0000-0002-5465-2421</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Education+Inquiry%22"><i>Education Inquiry</i></searchLink>. 2024 15(4):443-464.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 22
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  Data: <searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Mediated+Communication%22">Computer Mediated Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Dialogs+%28Language%29%22">Dialogs (Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Grades+%28Scholastic%29%22">Grades (Scholastic)</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Suburban+Schools%22">Suburban Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22School+Culture%22">School Culture</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Norway%22">Norway</searchLink>
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  Data: 10.1080/20004508.2022.2122202
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  Data: 2000-4508
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  Label: Abstract
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  Data: This study examined students' experiences of assessment and feedback engagement in digital contexts in upper secondary school through an explanatory sequential mixed-methods case study. The data material consisted of 435 survey responses and 16 individual interviews. The results indicated that the use of digital feedback was crucial for students' experiences of digital feedback engagement. The final model of the path analyses suggested that students' experiences with digital feedback engagement were dependent on several predictive and mediating variables. Multiple regression analyses suggested gender differences regarding variables predicting digital feedback engagement. Whereas a deep approach and learning from examinations were important for male students, clear goals and standards were more important for female students' digital feedback engagement. Thematic analyses of the interview data identified three themes: Grades and digital feedback; dialogic feedback interactions; and a performance-oriented assessment culture. Grades tended to reduce the relevance of digital feedback when provided at the same time and in separate learning management systems (LMSs). Opportunity for dialogic feedback interactions was considered essential to students' feedback engagement and criteria orientation, but rarely offered in digital contexts. A performance-oriented assessment culture risked outweighing focus on learning in digital contexts for some students.
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  Data: EJ1447599
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        Value: 10.1080/20004508.2022.2122202
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      – Text: English
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      – SubjectFull: Student Evaluation
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      – SubjectFull: Feedback (Response)
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      – TitleFull: Students' Experiences of Assessment and Feedback Engagement in Digital Contexts: A Mixed-Methods Case Study in Upper Secondary School
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