Temporal and assessment dimension: characterisation of feedback after assignments

Anna Espasa


The teaching and learning process in an online environment is based on the development of activities which take place continuously over time. In order to promote the formative function of assessment it is necessary for the teacher to give feedback after the student has delivered each assignment. From a descriptive point of view, this article defines the characteristics of this feedback which is offered after each assessment assignment in an online educational environment. Through the qualitative methodology of content analysis, a system of categories has been constructed which enables evidence to be provided of the actions that teachers undertake to provide feedback. The results reveal various feedback strategies which take place at this particular point of the learning activity. These different strategies highlight the importance of the self-assessment process, which requires the planning of times at which the student can show the use made of the feedback, once they have compared their assignment with the model or solution posted in the classroom. This article provides empirical evidence of the link which is established between the temporal dimension (the time at which feedback takes place) and the assessment dimension (diagnostic/ formative/ summative function) in online teaching and learning processes.


Feedback; Online learning environments; Assessment of learning; Self-assessment

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