Publication Details
Abstract
The digital transformation of education has reshaped assessment and feedback practices, shifting emphasis from traditional summative approaches to more dynamic, learner-centered models. This study investigates how digital assessment and feedback influence student learning, engagement, and self-regulation. A mixed-methods design was employed, involving 280 students and lecturers from eight higher education institutions in North Central Nigeria. Data were collected through questionnaires and interviews. Quantitative data were analyzed using descriptive statistics and regression analysis, while qualitative data were thematically analyzed. Findings reveal that digital assessment tools significantly improve feedback timeliness, accessibility, and personalization, leading to enhanced learning outcomes. Immediate and interactive feedback emerged as a strong predictor of student engagement and academic performance. The study further identifies emerging trends such as the integration of artificial intelligence, peer assessment, and learning analytics in shaping contemporary feedback systems. However, persistent challenges include digital inequality, concerns about academic integrity, and limited feedback literacy among stakeholders. The findings support existing literature emphasizing the role of formative and dialogic feedback in digital learning environments. The study concludes that assessment in the digital age should extend beyond evaluation to continuous learning support. It recommends the adoption of innovative feedback models, increased investment in digital infrastructure, and targeted capacity building for educators to improve the effectiveness and inclusivity of assessment practices.