99 5 Regarding the data system, internet access in schools, problems with downloading the tool on students’ phones and the lack of data space on students’ phones were mentioned by some teachers and students as drawbacks that caused problems with collecting digital student feedback by means of the Impact! tool. The content of the student feedback generally was considered valuable by both teachers and students. Although we emphasized the importance of teachers’ data literacy in our theoretical framework, no aspects of data literacy were mentioned by teachers in this study and it also did not explain differences between Rachel and Mike. It could be that although data literacy is necessary for the use of student feedback, by itself it does not guarantee feedback use for improvement (Keuning & van Geel, 2016). A teacher may be perfectly capable of interpreting and analysing scores from students, but not adjust their lessons based on the feedback. 5.5.1 Limitations of the study and recommendations for future research The current study was an exploratory study with eight mathematics teachers in secondary schools and 21 of their students (14/15 years old). The outcomes are not generalizable. To check for generalizability, we recommend investigating the factors influencing the use of digital student feedback on a larger scale, with more teachers and students being involved, and in different educational settings, such as upper or lower secondary school levels, primary school contexts and also in higher education. Moreover, the study only focused on the individual level of use of digital student feedback (rather than the collective use of the feedback data). In future research, it might be interesting to study the usage of student feedback data also at the school level. If teachers analyse and discuss their digital student feedback with each other as well, then the feedback might be used more effectively than when teachers analyse the student feedback on their own (Gore et al., 2021). We could use our study as the basis for an intervention in which teachers are encouraged to analyse and interpret the digital feedback together, regularly discuss the feedback with their students, and in which they are provided with resources to develop and implement actions for improving their teaching in cooperation with other teachers. A coach could structure and lead the process. It would be interesting to investigate to what extent such an intervention leads to improved teaching quality and student achievement.
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