The Meaning of Digital Feedback in Authentic Assessment: Teacher and Student Perspectives

Abstract

Digital feedback in authentic assessment has become an increasingly relevant evaluation strategy in the 21st-century learning era. This study aims to explore the meaning of digital feedback in authentic assessment from the perspectives of teachers and students in secondary education. The research method used was qualitative phenomenological, involving 12 teachers and 40 students as informants. Data were collected through in-depth interviews, classroom observations, and documentation. The results showed that teachers interpreted digital feedback as a professional reflection tool as well as an efficient evaluative communication medium. Students interpreted it as a source of learning motivation and guidance for performance improvement. The conclusion of this study confirms that digital feedback in authentic assessment contributes significantly to improving the quality of learning when designed systematically, personally, and timely.