Students’ Experiences of Electronic Assessment and Feedback in Association With Their Approaches to Learning: A case study in VET Upper Secondary School

• In Event: AERA Roundtable Session Saturday 1:30 pm Four Seasons Ballroom 4
  In Roundtable Session: Global Perspectives on Formative Assessment: Strategies, Challenges, and Innovations in Diverse Educational Environments (Table 4)

Abstract

This study examines upper secondary vocational school students’ feedback literacy (FL), experiences and preferences of digital feedback and assessment in their study programme in association to their approaches to learning (AL). AL are defined as deep approach, unreflective approach, and organized studying. Students had experienced a variety of types of digital and non-digital feedback in both common core and common program courses. While students reported a preference for face-to-face oral feedback, they also affirmed an interest in electronic annotations on their work, probably because of its ability to be specific and clear, and experiences with electronic feedback. Significant correlations are found between FL and AL, and between electronic feedback and AL – but the unreflective approach seems to vary between contexts.

Authors

• Siv M. Gamlem, Volda University College

• Susan M. Brookhart, Duquesne University