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Previous studies in higher education have found that a considerable number of students do not access feedback. Here, we use assessment system data on nearly 300,000 assignment submissions to statistically analyze demographic and timing factors leading to lower likelihood of feedback collection. The most significant factors were student performance, gender, course level, assignment number, and timeliness relative to the next assessment date. Deprivation was not found to be significant once other factors were accounted for. The insights gained from this study suggest dedicated time for reviewing feedback in course design and consideration of demographics in engagement interventions are needed.
Christiansen et al. (Mon,) studied this question.