Formative Assessment as an Online Instruction Intervention: Student Engagement, Outcomes, and Perceptions
Open accessAbstract
Online education has long been suffering from high dropout rate and low achievement. However, both asynchronous and synchronous online instructions have to become effective to serve as a quick response to maintain undisrupted learning during the COVID-19 outbreak. The purpose of the present study was to examine student engagement, learning outcome, and students' perceptions of an online course featured with frequent tasks, quizzes, and tests as formative assessment. Data were collected from the first five weeks of a course that was temporarily converted from blended learning to be fully online in time of school closure. Analysis of students' learning records and scores indicated that students engaged themselves actively in all of the online learning activities and had gained high scores in all tasks, quizzes, and tests. In addition, students held positive perceptions towards the formative assessment.
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Studies that explicitly discussed online assessment tools mentioned student concerns about not completing tests in time and inflexible online quizzes, internet connections dropping out during tests, just-in-time quizzes on mobile devices, and educator concerns about online proctoring.
“Studies that did explicitly discuss the use of online assessment tools mentioned student concerns around not completing tests in time and online quizzes being inflexible with answers (Dietrich et al., 2020), internet connections dropping out during tests and affecting completion (Means & Neisler, 2020), the use of ‘just in time’ quizzes delivered to students’ mobile devices (Chen et al., 2021),”
From Emergency remote teaching in higher education: mapping the first global online semester (2021) · cites this paper as Chen et al., 2021
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- Authors
- Chen, Z., Jiao, J., & Hu, K.
- Affiliations
- Southern Medical University (CN)
- South China Normal University (CN)
- Venue
- International Journal of Distance Education Technologies
- Publisher
- IGI Global Scientific Publishing
- Published
- 2021-01
- Volume
- 19
- Issue
- 1
- Pages
- 50-65
- ISSN
- 1539-3100 (ISSN-L)
- 1539-3119
- OpenAlex
- W3093318439
- Cited by
- 83
- References
- 33
- Citations by year
- 2026: 4 · 2025: 9 · 2024: 13 · 2023: 21 · 2022: 17 · 2021: 18 · 2012: 1
- FWCI
- 21.22
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- International Journal of Distance Education Technologies (publishedVersion, cc-by)
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Education › Online and Blended Learning
- Physical Sciences › Computer Science › Computer Science Applications › Online Learning and Analytics
- Keywords
- formative assessment, online learning, student engagement, learning outcomes, student perceptions, blended learning, school closures, COVID-19 pandemic
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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