Title: Moving from lecturer to student-led digital assessment and feedback

Authors: Diogo Casanova; Graham Alsop; Isabel Huet

Addresses: Universidade Aberta & Research Centre CIDTFF, Palácio de Ceia, Lisboa, Portugal ' School of Computer Science and Mathematics, Faculty of Science, Engineering and Computing, Kingston University London, London, England, UK ' Department of Education and Distance Learning, Universidade Aberta & Research Centres CIDTFF & Palácio de Ceia, Lisboa, Portugal

Abstract: In this study, we provide insight into how digital assessment and feedback systems should be designed to promote student-led learning experiences. The study aims to answer the question: How can digital assessment and feedback systems better serve the purpose of improving the student's learning experience in HE? We conducted 10 focus groups with 58 lecturers in which, using a storytelling technique and mockups of a digital assessment and feedback system, we discussed and critique a scenario aiming at collecting lecturers' perceptions about digital assessment and feedback. Based on these perceptions, we identify three recommendations that may improve digital assessment and feedback: (i) students should proactively engage with the assessment; (ii) implementing a library of feedback that collects all the feedback received for the programme of study and (iii) encouraging more dialogue in the feedback process, by means of separating the provision of the feedback and the mark. We argue that the effective design of learning technologies can be a positive disruptive factor of the assessment practice.

Keywords: feedback literacy; pedagogical issues; post-secondary education; digital assessment and feedback; learning management systems; student-centred assessment.

DOI: 10.1504/IJTEL.2022.123668

International Journal of Technology Enhanced Learning, 2022 Vol.14 No.3, pp.328 - 345

Received: 28 Dec 2020
Accepted: 09 Jun 2021
Published online: 30 Jun 2022 *

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