The contributions of mixed insights to advancing technology-enhanced formative assessments within higher education learning environments: an illustrative example

Abstract

Technology-enhanced formative assessment (TEFA) represents strategies for improving student learning and motivation, yet researchers point to methodological issues underpinning claims of effectiveness. This mixed methods paper, using an empirical example, illustrates the novel contributions of mixed insights in informing the implementation of two TEFA classroom strategies. An embedded mixed methods case study design bounded by an 8-week undergraduate course across three terms was used to answer the following research question: How can a mixed methods approach examining the influences to and effects of involvement in TEFA offset the weaknesses inherent to either qualitative or quantitative data and guide collection, analysis, and integration? A qualitative dominant crossover mixed analysis strategy generated four novel mixed insights from the integration of 175 classroom-based observations, 26 instructional team meeting summaries, and 274 end-of-course student questionnaires. These are represented in a case summary and joint displays: influences on involvement, effects on learning, accessibility of feedback, and impacts on instruction. The mixed insights have important implications for theory, research, and practice related to TEFA strategies and highlight the contribution that mixed methods approaches can have in advancing educational technology in higher education.