When Documentation Becomes Feedback: Tensions in Feedback Activity in Learning Management Systems

Autor/inn/en	Grönlund, Agneta; Samuelsson, Joakim; Samuelsson, Johan
Titel	When Documentation Becomes Feedback: Tensions in Feedback Activity in Learning Management Systems
Quelle	In: Education Inquiry, 14 (2023) 2, S.194-212 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Grönlund, Agneta)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1080/20004508.2021.1980973
Schlagwörter	Documentation; Feedback (Response); Learning Management Systems; Social Studies; Secondary School Students; Foreign Countries; Computer Assisted Instruction; Formative Evaluation; School Policy; Grading; Summative Evaluation; Sweden + Suchen Sie Ihr Suchwort? Dokumentation; Gemeinschaftskunde; Sekundarschüler; Ausland; Computer based training; Computerunterstützter Unterricht; Schulpolitik; Notengebung; Schulnote; Schweden
Abstract	Teachers' feedback via Learning Management Systems (LMSs) is studied within the subject of social studies at upper secondary school in Sweden. A qualitative study involved classroom observations within LMSs, gathering teachers' feedback on pupils' submitted assignments, and semi-structured interviews with six teachers. With the support of activity theory, the interest of the study was directed towards the tensions that arise in an activity system consisting of teachers' feedback actions in a digital assessment context. The results reveal tensions in the relationship between grading documentation in the LMS and the subject's traditions in the form of discussions, for example. Tensions were distinguished in the interaction between a school policy of using a feedback matrix and teachers' formative ideals. Tensions were also distinguished between teachers' need to legitimise grades and give feedback according to formative ideals. Finally, a tension was distinguished between the time available for providing feedback and teachers' formative ideals for giving feedback. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01