This study examined students' feedback engagement and assessment experiences in a higher education teacher programme with the Assessment Experience Questionnaire (n = 182) and individual interviews (n = 14). The results suggested that quantity of effort and feedback quality were the most important predictors of variance in students' use of feedback. Feedback quality was a stronger predictor for female students' use of feedback compared to male students. Feedback quantity partially mediated the relationship between use of feedback and feedback quality for all students. The interviewed students emphasised that feedback had to be comprehensible, process-oriented, and dialogic to be used. On the contrary, feedback barriers were considered to occur when feedback was negative, incomprehensible, contradictory, or lacked relevance. Maladaptive feedback agency was reported to be exercised by students when teacher-student relationships were affected by mistrust, negativity, or disagreements. The results indicated a summative assessment culture with some formative traits.

This protocol article presents the project "DigiHand: The emergence of handwriting skills in digital classrooms." 1 The project is a longitudinal natural experiment investigating how the use of different writing tools influences students' handwriting and letter knowledge, word reading, spelling, written narrative composition and teacher-student interactions in Grades 1 and 2 (students aged 6 years in Grade 1). Participants are 33 schools (n = 585 students) representing three occurring conditions for learning writing skills in early years. Students in these conditions either (1) learn to write on a tablet while postponing handwriting, (2) learn both to handwrite and write on a tablet or (3) learn to handwrite. Effect analyses are conducted on four main domains of measures: (i) students' letter knowledge, spelling competence and word reading competence; (ii) students' handwriting fluency; (iii) students' ability to write narrative compositions; (iv) quality of teacher-student interactions. This protocol describes the background, design and pre-and outcome measures for the research project.

To date, there is no clear evidence to support choosing handwriting over keyboarding or vice versa as the modality children should use when they first learn to write. 102 Norwegian first-grade children from classrooms that used both electronic touchscreen keyboard on a digital tablet and pencil-and-paper for writing instruction wrote narratives in both modalities three months after starting school and were assessed on several literacy-related skills. The students’ texts were then analysed for a range of text features, and were rated holistically. Data were analysed using Bayesian methods. These permitted evaluation both of evidence in favour of a difference between modalities and of evidence in favour of there being no difference. We found moderate to strong evidence in favour of no difference between modalities. We also found moderate to strong evidence against modality effects being moderated by students’ literacy ability. Findings may be specific to students who are just starting to write, but suggest that for children at this stage of development writing performance is independent of modality.

I denne artikkelen ser vi på hvilken type informasjon elever i 7. klasse vektlegger for å konstruere en sammenhengende oppsummering av fire til dels motstridende tekster. Elever møter ofte flere tekster om samme tema – multiple tekster – og vi trenger økt kunnskap om hvordan de leser slike tekster. Elevene leste fire ulike tekster om en sykkelulykke. Tekstene presenterte informasjon som var delvis sammenfallende på tvers av alle tekstene, og delvis motstridende informasjon som innebar at enkelte tekster ga ulike beskrivelser av hendelsesforløpet. Vi testet elevenes ordavkodingsferdigheter, fikk dem til å fylle ut et spørreskjema om lesevaner og vi innhentet elevenes resultater på Nasjonal leseprøve. Etter lesing ba vi elevene gi en oppsummering av sykkelulykken. Elevene gjenga relativt mer sammenfallende informasjon enn motstridende informasjon. Gode resultater på Nasjonal leseprøve ser ut til å ha en sammenheng med elevenes ferdigheter i å konstruere en sammenhengende forståelse av de fire tekstene. Elever som oppga å lese mye på Internett hadde imidlertid fått med mindre av informasjonen som var felles for de fire tekstene i sine oppsummeringer. Vi fant også en negativ sammenheng mellom fritidslesing på Internett og resultatene fra Nasjonal leseprøve. Samlet sett indikerer resultatene at når elevene skal skape sammenheng mellom flere delvis motstridende tekster, så blir sammenfallende informasjon vektlagt mer enn motstridende informasjon. Dessuten ser det ut til at de elevene som bruker mest fritid til å lese på Internett, sliter mer med å sammenfatte innholdet i de fire tekstene enn de andre elevene.

No abstract