Unintended Learning Behaviors Emerging Through Digital Assessment Practices among Middle School Students

Abstract

Many schools now use digital assessments as part of everyday classroom activities‎. ‎Online quizzes, Google Forms, and similar digital assessment activities are commonly used in middle school classrooms. Teachers often use these tools because they make it easier to check students' understanding and provide quick feedback. However, students may experience these activities differently, and regular exposure to digital assessments may influence how they approach learning and assessment tasks. This study focused on the learning behaviors linked with those experiences. Responses were collected from 39 students in Grades VI and VII through open-ended questions shared using Google Forms. A qualitative approach was adopted, and the responses were examined through thematic analysis. Seven themes emerged from the data. Many students described rushing through assessments, guessing when they were unsure, and relying on answer choices to respond to questions. Scores, rankings, and competition also appeared frequently in their responses. Some students reported feeling pressure during assessment activities. At the same time, many participants viewed digital assessments as engaging, interactive, and motivating. They reported that quizzes and game-based activities often increased their participation and attention during lessons. The findings suggest that digital assessments influence more than students’ performance on assessment tasks. They may also shape the habits, attitudes, and behaviors students develop while learning in the classroom.