Abstract
First-year university students continue to face challenges in adapting to evolving formative assessment practices, particularly in the wake of the COVID-19 pandemic. This study examined the evolution of first-year student experiences with formative assessment feedback from the COVID-19 lockdowns in 2021 to the new normal in 2024 at one selected public university in South Africa. Using a mixed-methods comparative case study design, the research involved 200 first-year undergraduate students (100 from each cohort) who completed the Formative Assessment Feedback Questionnaire (FAFQ), with 40 students participating in follow-up interviews. Quantitative findings revealed statistically significant differences between cohorts across all components of feedback experience (p<0.001), with the 2024 cohort reporting higher mean scores in Feedback Delivery, Engagement, Application, and Satisfaction. Factor analysis identified these four components as explaining 42.186% of the cumulative variance in feedback experience. Qualitative analysis highlighted a shift from predominantly text-based feedback in 2021 to diverse, multi-modal approaches in 2024, including video and audio feedback. The 2024 cohort reported enhanced interactivity and personalization in feedback practices, improved feedback literacy, and better integration of technology through AI-assisted feedback and learning management systems. However, some students reported feeling overwhelmed by the diversity of feedback methods and experienced technical challenges. The study concludes that while there has been a significant positive evolution in student experiences with formative assessment feedback from 2021 to 2024, continued support is needed to help first-year students adapt to these new practices. Universities should maintain investment in diverse, interactive, and technology-enhanced feedback methods while supporting feedback literacy development among students and instructors.
Published Version
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