Formative Online Research Articles

Cheating and Validity Concerns in Online Formative Assessments: Lessons from a Tanzanian Public University

The global shift towards online teaching, learning, and assessment, accelerated by the COVID-19 pandemic, underscores the critical role of effective online assessment methods in ensuring educational success. While online formative assessments offer flexibility and accessibility, concerns persist regarding the authenticity and integrity of assessment results. This study explores the perceptions of university lecturers on the validity of online formative assessments and the strategies employed to enhance assessment integrity. A questionnaire with open and closed ended questions was used to collect data on the perceptions of lecturers on how cheating is evident in the online assessments. The data were analyzed using descriptive and content analysis. Findings reveal a mixed perception, with lecturers generally acknowledging the benefits of online assessments but expressing reservations about authenticity and integrity. Strategies employed include diverse question formats, time-related measures, and technological tools, yet challenges remain in ensuring effectiveness. Recommendations include enhancing question diversity, implementing plagiarism detection tools, and collaborating with regulatory bodies to standardize assessment practices, ultimately contributing to a robust and valid online assessment environment in Tanzanian universities.

Online Formative Assessments in Medical Education During COVID-19.

This study aimed to evaluate perception of medical students regarding online mode of assessments and to compare the academic outcomes of various methodologies adopted for online formative assessments. This was a descriptive cross-sectional study. This study was conducted in the department of biochemistry at the constituent medical college of Health University in India and included 150 first year medical undergraduates of either gender. The institutional ethical clearance and written informed consent was taken prior to the study from all the enrolled participants. A series of online formative assessments were designed in the form of multiple choice, short answer questions, case-based learning, and viva-voce to satisfy each learning outcome. Google platform was used for conducting online formative assessment. The participants were asked to fill questionnaire based on 5-point Likert scale to obtain information on challenges and perceptions related to OFA. Academic performance was evaluated and compared for various modes of assessments. The mean age of the participants was 19.34±0.947 years. Most of the students were from urban areas and majority (73.33%) preferred MCQs. 60.67% respondents favored conduction of e-assessments. 80.67% of students agreed that solving clinical cases in the online assessments contributed to clinical learning. Formative online assessment can be used as an intervention to reshape medical education sector during times when infection controls and physical isolation measures are crucial to avoid spread of disease.

A System Dynamics-Based Interactive Learning Environment for Online Formative (Self-)Assessment of Wanna-Be Entrepreneurs’ Performance Management Capabilities

Background: Many scholars emphasize the way in which sustained organizational development requires a shift in focus from the individual traits of the entrepreneur to the building of an organization that utilizes the collective contributions of its employees. To achieve this, entrepreneurs must adopt the role of a facilitator and empower their employees to perform at their best. There are numerous factors that influence one’s decision to pursue a career in entrepreneurship, such as the beliefs and desires that individuals possess. Entrepreneurs possess diverse self-perceptions, and this plays a crucial role in their motivation to start a new business. Studies on entrepreneurial self-perception examine the elements, such as personal identity and capabilities—particularly the ability to effectively manage company drivers—which ultimately shape one’s decision to embark on a new venture. Launching a startup is not merely an act; rather, it represents a substantial reflection of an individual’s self-concept and identity. Consequently, an individual’s perceived social identity has a substantial influence on their choice to pursue entrepreneurship, as they view the venture as an extension of themselves. Methods: An online interactive learning environment (ILE) designed to assess the performance management capabilities of wanna-be entrepreneurs, in accordance with the formative assessment paradigm, has been developed. Results: The procedures for carrying out the formative (self-) assessment of wanna-be entrepreneurs’ performance management capabilities will be detailed. Two concrete assessment cases, with the aim of making clearer what kind of outcomes the ILE can generate, will be presented. Conclusions: The ILE could contribute in the encouragement of wanna-be entrepreneurs to participate in entrepreneurship educational programs.

An Analysis of Fairness and Quality Issues in Online Assessment at Higher Education in Pakistan

Remote assessment during pandemic Covid-19 had remained a big challenge for higher education institutions (Cooper & Tschobotko, 2020). Many issues related to fairness and quality in particular needed to be resolved (UNESCO, 2020). The study, thus, attempted to address in detail, quality and fairness issues associated with online formative and summative assessment at higher education. The study opted for a questionnaire including fixed-choice items as well as extended response questions. Undergraduate students (n=323) from higher education were population of the study. Quantitative data of students were analyzed through mean scores, percentages, t-test and ANOVA, whereas extended responses of students were analyzed through thematic analysis. Results revealed that online assessment at higher education seemed to be unsatisfactory whether related to fairness and quality in formative assessment as well as summative assessment. Formative assessments lacked in quality in terms of low quality assessments for students’ knowledge and practical skills; and unfair in terms of biasness and unfair award of marks. Online summative assessments lacked in quality test-construction, exacerbated by security and cheating threats. Other than that, teachers lacked in methodology, punctuality and teaching with responsibility during online education. Also, it was found that females were more sufferers of online assessment as compared to male students. Overall, online formative assessment and summative assessment whether in terms of fairness and/or quality had been unsatisfactory and many issues related to fairness and quality remained untouched which have serious implications in online education leading to face to face education and assessment system at large.

Demotivating Online Formative Assessment Strategies at an Open Distance Learning University

Online formative assessment strategies are an important element in the level of engagement needed for motivating students learning online in open distance learning (ODL) because they are key in offering large-scale interactive participation. While many studies have looked at the advantages of online formative assessment strategies, they have neglected demotivating online formative assessment strategies that students struggle with. To ensure the quality of the online assessment, it is also important to understand the nature of assessment practices that demotivate students from persisting with their studies. This is because the type of online assessment that students struggle with should guide the choice and design of the online formative assessment strategies. Therefore, this article identifies online formative assessment strategies that demotivate students from participating persistently in online formative assessment in ODL in order to improve the design and development of online learning. This study used a developmental research approach to carry out a descriptive quantitative case study survey involving 112 purposefully sampled students, of which 58 responded, who were registered for a master’s in education in ODL course at an ODL university in South Africa. A thematic coding process was adopted during the analysis of students’ responses to an online Google form. Though students differed in their choices of the online formative assessment strategies that demotivated them in their studies, there was consensus on seven significant themes. The socio-technological perspective and the self-determination theory were used as the theoretical frameworks to drive the investigation since they encompassed all relevant aspects of the design of online learning and motivation to learn online. Information regarding demotivating online formative assessment strategies provide insight to course leaders and instructional designers attempting to build successful online learning strategies that motivate students to participate persistently in online learning environments.

Socrative as Online Formative Assessment to Foster Reading Comprehension

The use of technology in education plays a vital role in language assessment. The change in educational adjustment during the COVID-19 period requires teachers to use technology in learning. The teachers need to know the effect of students' achievement and students' perceptions in using online assessment tools. This research aimed to investigate the students' improvement of reading comprehension and students' perception of Socrative as an online formative assessment. This study applied a quasi-experimental design and a closed questionnaire to collect data. Two classes consisted of 32 students (16 students in the control class; 16 students in the experimental class) who participated in this study in SMA Negeri 1 Cepiring, Central Java, Indonesia. The collected data were then analyzed quantitatively using SPSS 23. The result showed that Socrative effectively improves the students' reading comprehension. Socrative is effective as an alternative online formative assessment in improving the students' reading comprehension compared to the paper-based formative assessment. Another result revealed positive perceptions of Socrative as an online formative assessment for improving students' reading comprehension. They claimed that Socrative brings a new atmosphere and innovative formative assessment process that helps improve students' reading comprehension. For facts, Socrative can be considered as an innovative and effective online formative assessment that is worthed to apply by the english teachers or educators.

Online Formative Assessment in Mathematics Education: Prospective Primary Teachers’ Understanding of Rational Numbers

This study sheds light on prospective primary teachers’ understanding of rational numbers. This is an experimental study that aims to evaluate prospective primary teachers’ mathematical and didactic knowledge of rational numbers through online formative assessment. The participants were 38 prospective primary teachers from a primary teacher education study program at a public university in Pekanbaru, Riau, Indonesia. This study indicates that the prospective teachers have insufficient knowledge of rational numbers, and they possess better mathematical than didactic knowledge. This study also reveals a significant increase in prospective teachers’ mathematical and didactic scores from the first test to the second test.

Student Perception and Comparison of their Academic Performance in Online Formative Assessment Vs Summative Assessment during Covid Period

Background: Covid pandemic forced the teachers and students to adopt e-learning to replace traditional pedagogy. Aim: To see student perception on altered teaching methodology, its effectiveness by comparison of their academic performance. Methodology: In this cross-sectional analytical study, 141 students of 1st year MBBS (session 2019-20), participated. After taking informed consent, data was collected from score sheets of online formative assessment, ‘Socrative,’ and marks obtained in on-campus summative assessment in histology. Different parameters regarding student perception for e-learning and assessment were measured by using a 5-point Likert-scale questionnaire. Data were analyzed using SPSS version 26. Results: Paired Samples t-test was used to see the effectiveness of online teaching and was found to be insignificant (P = 0.307). Pearson Chi-square test showed a statistically significant result (P < 0.001) between the responses on learning and assessment tools, with linear association, (P value < 0.001). A correlation between learning and assessment scores (r= 0.727, P value < 0.001) was observed. Conclusion: Online learning can assist the teaching process in medical studies without influencing their academic performance. Practice of online teaching has prepared both students and teachers for blended learning in routine days as well as in case of a future pandemic. MeSH Keywords: Feedback, Academic Performance, Perception

Ascertaining the Online Learning Behaviors and Formative Assessments Affecting Students’ Academic Performance during the COVID-19 Pandemic: A Case Study of a Computer Science Course

Prior education research has focused on using learning analytics to predict the academic performance of Massive Online Learning Courses (MOOCs) and e- learning courses in universities. There is limited research on online learning that has been transitioned from physical classes and that has continued to use active learning approaches in an online environment. This study aims to determine the variables affecting students’ academic performance for a computing course in a research-intense university during the COVID-19 pandemic. Variables that are indicative of self-regulated learning such as time management, frequency of accessing learning materials and the Learning Management System (LMS), participation in assessment activities and discussions, and the results of formative assessments were extracted from the LMS reports and log files to predict the students’ total marks and final exam results. The findings revealed that good time management and active participation are important for academic success. The results also supported the model for the early prediction of summative assessment performance using formative assessment results. Additionally, this study concludes that the gap in predictive power between formative assessment results and online learning behaviors is small. This research is considered unique because it demonstrates predictive models for students’ academic success for an institution that was forced to transition from physical to online learning. It highlights the importance of self-regulated learning behavior and formative assessments in the contemporary era.

Access to Online Formative Assessments in Lower-Division Undergraduate Biology Courses: Investigating Barriers to Student Engagement.

Instructors use a variety of online formative assessment (FA) activities to support learning outside class. Previous studies have revealed barriers for students in online courses, but little is known about the barriers students experience when completing online FA assignments. Understanding these barriers to access is critical to fostering more inclusive learning for all students. Using a framework from previous work in online learning, we examined student perceptions of online FA access with respect to five barrier categories: technical resources, instructor organization, social interactions, personal engagement, and learning environment. We developed and administered a survey to more than 1200 undergraduate biology students at 2-year and 4-year institutions. Students responded to statements using Likert scales and open-ended prompts. Statistical models indicated differences in access across the barrier categories and revealed that demographic characteristics were associated with certain barrier categories. Furthermore, technical resources, instructor organization, and personal engagement barriers were associated with lower course performance. In open-ended responses, students most frequently suggested that changes to scheduling logistics, course delivery, and FA format would improve their online FA experience. We discuss how these findings and student suggestions can inform instruction, particularly how instructors can alter their FA characteristics to better suit their student populations.

Exploring the Influencing Factors and Validity of Formative Assessment in Online Learning

Online learning is increasingly popular as the pandemic spreads around the globe. This shift in learning preferences presents opportunities and difficulties for the assessment of learning. As a method of assessment used throughout the learning process, formative assessment can encourage students' interest in learning, enhance learning outcomes, support teachers' strategic planning and maximize teaching results. However, the effectiveness of online formative assessment has been questioned. This study uses a qualitative research methodology based on Grounded Theory to analyze the validity of formative assessment in online learning by examining the factors unique to online learning that affect it. After reviewing previous studies and interviewing 45 online learners, this paper three-level-coded the sources and analyzed them. Findings show that the validity is influenced by the lack of functional alienation caused by the effects of the subject's emotional game and adaptability, objective environment and technology and poor interaction. To help implement formative assessment in real classroom practices, two models were established based on the findings, namely the Formative Assessment Model (FAM) and Online Formative Assessment Validity Model (OFAV). This study asks about the influence factors and explores how much the validity of formative assessment shows in online practice, and provides new feasible ideas and suggestions for the future development of the field of educational assessment.

Online Formative Assessment Practices Among Academics of Tertiary Education in Sokoto State, Nigeria

Purpose: This study examines the effect of two main factors, that is, lack of knowledge of ICT, and the availability of ICT facilities such as hardware, software, and internet access, which identified to be the common barriers towards practicing online formative assessment. Theoretical framework: Many educational institutions have been urged to adopt online learning due to the development of communications and digital device technology as well as the COVID-19 pandemic that ravaged the world in the previous two years. The shift from offline to online mode affects how formative assessment should be conducted during teaching and learning. The lack of knowledge of information and communication technology (ICT) and ICT facilities are prevalent in Nigeria. Design/methodology/approach: This study employed a survey design to examine online assessment feedback practice as well as factors contributing to the practices among 256 academics in one tertiary education in Sokoto. Descriptive and inferential statistical analyses were used. Findings: Online formative assessment feedback practice is at low level due to lack of knowledge of software applications and facilities. Research, Practical & Social implications: Government needs to invest more on educational technology by providing adequate ICT facilities in tertiary institutions in Sokoto, as well as offering suitable trainings on ICT literacy for academics. Originality/value: Online formative assessment contributes to enhancement in educational attainment and efficiency in learning and teaching.

The learning impact of the Online Formative Assessment system (OFAs) for undergraduate medical students

Formative assessment is a continuum process of evaluating students’ performance to enhance students’ learning quality. The shift to full-online learning in pandemics reduces student- lecturer attachments during formative assessment. Therefore, we developed the Online Formative Assessment system (OFAs) based on a self-regulatory learning framework. This study aimed to explore the learning impact of OFAs, such as learning preparation, feedback perception, and self-reflection. We used the mixed method with an exploratory approach. We collected quantitative data from 150 students who experienced OFAs, using 26 questions adapted from AEQ (Assessment Experience Questionnaire) and analyzed by pre-post design (paired-T test). To explore a deeper understanding, we conducted 6 FGDs (N=28). Finally, we analyzed the quantitative and qualitative data sequentially. We found the difference in students’ preparation (p<0.5), feedback perception (p<0.5), and no difference in self-reflection (p>0.5). In Qualitative data, we found three themes as follows: (1) OFAs improve student preparation in learning; 2) Students are aware of being assessed during tutorials; 3) Require more specific and individual written feedback; 4) Lack of self-reflection due to unspecific feedback. These findings represent that learning impact is a complex pathway that online assessment systems can drive. It needs externally driven feedback quality and internally driven factors such as self- reflection skills. However, we found the challenges to improving students' quality feedback and self-reflection skills. This study brings further research on student-lecturer engagement in online formative assessment.

Do Written Responses to Open-Ended Questions on Fourth-Grade Online Formative Assessments in Mathematics Help Predict Scores on End-of-Year Standardized Tests?

Predicting long-term student achievement is a critical task for teachers and for educational data mining. However, most of the models do not consider two typical situations in real-life classrooms. The first is that teachers develop their own questions for online formative assessment. Therefore, there are a huge number of possible questions, each of which is answered by only a few students. Second, online formative assessment often involves open-ended questions that students answer in writing. These types of questions in online formative assessment are highly valuable. However, analyzing the responses automatically can be a complex process. In this paper, we address these two challenges. We analyzed 621,575 answers to closed-ended questions and 16,618 answers to open-ended questions by 464 fourth-graders from 24 low socioeconomic status (SES) schools. Using regressors obtained from linguistic features of the answers and an automatic incoherent response classifier, we built a linear model that predicts the score on an end-of-year national standardized test. We found that despite answering 36.4 times fewer open-ended questions than closed questions, including features of the students' open responses in our model improved our prediction of their end-of-year test scores. To the best of our knowledge, this is the first time that a predictor of end-of-year test scores has been improved by using automatically detected features of answers to open-ended questions on online formative assessments.

Qualitative direction questions in online assessment using a compass clock face

The ability to interpret, select, use and construct appropriate diagrams is fundamental for the study of physics and other science, technology, engineering, and mathematics (STEM) disciplines. Despite the importance of using and constructing appropriate diagrams in STEM, the ability to incorporate freehand drawing, or similar capabilities, into online formative and summative assessment is largely unavailable to educators. This paper reports on a new compass clock face question type that can be easily implemented within the quiz feature of any learning management system. This question type has many features of a freehand drawing response for testing particular concepts. Online examination questions from a first-year undergraduate unit at the author’s home institution are presented as examples.

Perception of Undergraduate Medical and Health Sciences Students Regarding Online Formative Assessments During COVID-19

Objective: To look into the experience of undergraduate medical and health sciences students regarding perceptions of online formative assessments.
 Study Design: Online cross-sectional survey.
 Place and Duration of Study: Riphah International University, Islamabad Pakistan, from Aug to Dec 2020.
 Methodology: Three hundred fifty-one pre-clinical and clinical students of disciplines including MBBS, BDS, and Pharm-D participated in the study. Data was collected through a convenient sampling technique. An online questionnaire containing 22 closed-ended questions with a three-point Likert scale on five themes related to online formative assessments and one openended question was used.
 Results: 86 (24.5%) students agreed that online formative assessments improved their learning. The motivation for learning was increased in 120 (34.2%) students. 214 (61%) students felt that online formative assessments were stressful, and the majority were well aware of the use of technology except for connectivity and login issues highlighted by the students. Regarding the question paper, the majority were comfortable with the construct of online formatives. 158 (45%) students were not satisfied with the allotted time to complete the formative assessments. 163 (46.4%) students were satisfied with the feedback provided, yet 258 (73.5%) students recommended formal feedback provided on the same day to improve their learning by knowing their deficiencies.
 Conclusion: The study results support the contention that well-designed online formative assessments have considerable untapped potential to assist learning by motivating students. Their problems and challenges need to be addressed to improve the online assessments that help in the learning of undergraduate students.

Online Formative Assessment in Higher Education: Bibliometric Analysis

Assessment is critical in postsecondary education, as it is at all levels. Assessments are classified into four types: diagnostic, summative, evaluative, and formative. Recent trends in assessment have migrated away from summative to formative evaluations. Formative evaluations help students develop expertise and concentrate their schedules, ease student anxiety, instill a feeling of ownership in students as they go, and confirm the module’s subject notion. Online formative assessment (OFA) emerged as a result of the convergence of formative and computer-assisted assessment research. Bibliometric analyses provide readers with a comprehensive understanding of a study topic across a particular time period. We used a PRISMA-compliant bibliometric method. The Scopus database was searched for BibTex-formatted publication data. In total, 898 studies were analyzed. According to the results, Assessment & Evaluation in Higher Education and Computers & Education are the most influential sources. RWTH Aachen University and Universitat Oberta De Catalunya are the most effective institutions. The red cluster includes terms associated with higher education and evaluation. The word “e-assessment, e-learning, assessment, moodle” appears in the green cluster. This group is quite influential yet has a low centrality. The highest percentage is 79.2 for “online assessment”. The subject is comprised of three components: “distance learning”, “accessibility”, and “assessment design”. The most important topics were “e-assessment”, “higher education”, and “online learning”. According to the country participation network, the USA and UK were the two main centers.

Online Formative Assessments in English Teaching and Learning

Some changes occur in the assessment process in the English teaching and learning process during the pandemic Covid-19. The integration of technology in the assessment process becomes a crucial need for the English teachers to run the online or blended English teaching. For that reason, this present study presents the the current implementation of online formative assessment in private and public junior high school in Semarang and the challenges that the English teachers face during the implementation. In this study, the writers carried out descriptive qualitative research design in which it used observation and an interview as the instruments. Two English teachers were involved in this study. The findings show that the implementation of online formative assessment runs well in both private and public junior high school. It is proved by the use of some online formative assessment tools during English teaching and learning such as Quizizz, Google Form, Socrative, Kahoot!, and Microsoft Teams routinely. On the other hand, during the implementation of online formative assessment, the English teachers also face some problems; students’ academic dishonesty and teachers’ poor computer skills. Finally, it is suggested that the English teachers need to improve their computer and digital literacy for supporting the implementation of online formative assessments during the online and blended English teaching.

COVID-19 PANDEMIC IS AN OPPORTUNITY TO REFPORM ASSESSMENT: A WEBINAR SUMMARY REPORT

“During the COVID-19 pandemic, the “Opportunity to Reform Assessment” Webinar was a global event that was urgently needed. The Department of Physiology, All India Institute of Medical Sciences Rishikesh, India, hosted a faculty engagement webinar for people interested in medical education and evaluations on July 21, 2021. The objective of the webinar served both to disseminate the knowledge and to receive feedback and gather inputs on online assessments. This webinar should help prestigious medical experts, including faculty from all cadres involved in teaching, and result in improvements for planning and implementing future assessments during pandemic-like situations. Additionally, this webinar should assist in the discussion of the issues in conducting online formative and summative assessments in different medical institutions, as well as to raise solutions to the current challenges of the COVID-19 era within a certain timeline.

Students’ Attitudes toward Online Formative Assessments in English Language Learning in SMA Negeri 1 Kembang

Online learning is part of all distance education, always providing access to education that is at least more flexible in time and space education. As it is known assessment becomes one of the learning aspects that change in online learning, including formative assessment that must be done online too. In this case, it is important to know how students' attitudes towards online formative assessment in teaching and learning are. By using a mixed-method research design, the authors collect data with the help of several instruments, namely observation, MSLQ, Closed-questionnaire, and semi-structured interviews. In this study, 50 students were included as the research sample. Final data shows that students have high motivation toward online formative assessment. In the implementation of online formative assessment, students also experience several obstacles such as internet connection, lack of supporting devices, etc .