Abstract
With the demand and significant prevalence of online learning, investigating the impacts of formative assessment designs on promoting student learning has never been more imperative than ever. The research compared the learning performance and engagement levels for a group of teachers who participated in two training workshops with the integration of two different formative e-assessment designs for their online professional development. Participants' learning of the introduced contents were assessed during the instructional process and their attitudes toward different formative e-assessment design strategies were also investigated. Research results indicated that different formative e-assessment designs made differences not only in students’ learning, engagement levels, and attitudes, but also in instructors’ behaviors in designing formative e-assessment for online synchronous instruction.
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