Integrating extended formative assessment in flipped jigsaw learning: Promoting learning engagement and higher-order thinking skills in international business education context

Abstract

Despite research confirming the positive impact of flipped jigsaw learning across multiple disciplines, little attention has been paid to embedding formative assessment into flipped jigsaw learning to optimize the acquisition of practical skills needed for future professional careers and promote learning engagement and higher-order thinking skills (HOTS). This study aimed to investigate the incorporation of formative assessment into a flipped jigsaw learning context and examine its effects on learning engagement and HOTS in an undergraduate business marketing course. A quasi-experimental design was used in this study, with two groups: control with flipped jigsaw learning and traditional summative assessment and experimental with flipped jigsaw learning and formative assessment. Each group consisted of 25 students, all enrolled in the undergraduate business administration department at an Indonesian vocational tertiary education institution. Questionnaires and student assignment scores were used to collect data. According to the findings, flipped jigsaw learning with extended formative assessment improved learning engagement and HOTS more than flipped jigsaw learning with traditional summative assessment. This study's findings may contribute to advancing theories and practices on how formative assessment has recently been explored as a learning tool embedded in flipped jigsaw learning in international business education.