Student Reactions to Just-in-Time Formative and Summative Feedback in a Tablet-Based Family Medicine MCQ Exam

Abstract

(1) Background: While the benefits of digital assessments for universities and educators are well documented, students’ perspectives remain underexplored. (2) Methods: This study employed an exploratory mixed-methods approach. Three examination cohorts were included (winter semester 2022/23, summer semester 2023, and winter semester 2023/24). Written emotional responses to receiving just-in-time summative or formative feedback were analyzed, as well as examining the impact of formative feedback on learning attitudes. All cohorts completed qualitative open-ended research questions. The responses were coded using Kuckartz’s qualitative content analysis. Descriptive statistics were generated using jamovi. (3) Results: Students generally responded positively to formative and summative feedback. The majority expressed a desire to receive feedback. The categories created for formative feedback indicate a tendency toward self-reflection and supported the learning processes. In contrast, the summative feedback categories suggest that students primarily value feedback’s transactional aspect. (4) Conclusions: Integrating formative and summative feedback in digital just-in-time assessment offers the potential to capitalize on the “sensitive periods” of study reflection that occur during assessment. This approach enables assessment for learning while simultaneously reducing emotional distress for students.