When documentation becomes feedback: tensions in feedback activity in Learning Management Systems

• Published in: Education Inquiry Vol. 14; no. 2; pp. 194 - 212
• Main Authors: Grönlund, Agneta, Samuelsson, Joakim, Samuelsson, Johan
• Format: Journal Article
• Language: English
• Published: Umea Routledge 03.04.2023; Taylor & Francis Ltd; Taylor & Francis Group
• Subjects: Classroom Observation Techniques; Computer Assisted Instruction; computer-aided teaching; Documentation; Feedback; Feedback (Response); Foreign Countries; Formative Evaluation; formative feedback; Grading; Interviews; Learning Management System (LMS); Learning Management Systems; Management Systems; Samhällskunskap; School Policy; Secondary School Students; Secondary Schools; Semi Structured Interviews; Social Studies; social studies teaching; Summative Evaluation; upper-secondary school; Sweden; computer-aided teaching; ocial studies teaching; upper-secondary school; formative feedback; social studies teaching; Learning Management System (LMS); Feedback
• ISSN: 2000-4508; 2000-4508
• DOI: 10.1080/20004508.2021.1980973

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.