Assessment and Feedback in the Digital Age: Impact on the Facilitation of Students’ Digital Competencies

Abstract

Introduction: In contemporary higher education, assessment and feedback have ascended to a position of paramount importance, establishing themselves as quintessential elements in cultivating digital competencies among students. This study endeavours to scrutinize how these practices have reconfigured pedagogical dynamics, underscoring the imperative to adopt a continuous, student-centric approach. Method: The research employed a quantitative descriptive-transversal methodology, administering the ACU-CODI questionnaire to a representative sample of 3,309 students spanning diverse educational disciplines within Andalusian universities. The participants ranged in age from 18 to 50 years. Results: The findings elucidate that students engaging in digital assessment processes evince marked enhancements in their technological prowess and information processing capabilities, alongside augmented self-regulation and critical thinking skills. Moreover, a positive correlation is established between the calibre of digital feedback and the cultivation of essential competencies, such as problem-solving acumen. Conclusions: This study culminates by accentuating the criticality of ongoing, adaptive teacher training, as well as the exigency to engineer learning environments that seamlessly integrate efficacious digital tools, thereby equipping students to navigate the multifaceted challenges of the 21st century.