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Increased rate of adoption of digital technologies in tertiary education has made the quality assessment of teaching sessions a complex problem. Students’ feedback on teaching sessions can be associated with technology, pedagogy, content and teachers’ interaction and performance. Students’ motivation and the feedback on classroom activity sessions are subjective and quick analyses of anonymous responses can be misleading. So, the multi-tier problem addresses in this paper are: a) a method for collecting qualitative formative feedback from students, b) absence of a framework or tool for analyzing the feedbacks and c) attributing with measurement scores even for opposing statements. Moodle’s feedback activity and adapted three questions of Google form’s exit ticket is used to collect feedback on six four-hour teaching sessions from 58 master students of a Danish university. Applying Grounded Theory to analyze the feedbacks, theory on three motivational components of learners, and review on barriers to ICT use, a theoretical framework is proposed as a rubric for analyzing formative feedback on teaching or learning sessions. The vision is to use the framework to automate the analysis of students’ feedback on classroom sessions toward the development of dashboard for teachers and personalized learning environment for students.

A Theoretical Framework to Analyze Students’ Formative Feedback on Classroom Teaching