Formative Assessment in Online Teaching and Learning

Abstract

Online learning has become a standard technique in higher education. In non-traditional
settings, lecturers will re-theorize some fundamental questions regarding instruction, learning
and evaluation. The emerged problems comprise of assumptions like cogency & evaluation
anonymity within digital settings about achieving the expected objectives, & recognizing
working of formative assessment works in context of online learning. The problem of whether
formative assessment supports both student learning and instruction in an online environment
inside pedagogic approaches is therefore of interest. The concern of this paper was to know the
significance of digital method of teaching and learning along its benefits among students &
teachers. A mixed approach questionnaire on formative assessment was used to gather data from
courses utilizing Blackboard, with an emphasis on how formative assessment works across
online contexts. The community became lecturers and teachers at a large university. Different
formative assessment methods related to online resources such as chat boards and quantitative
assessments were used. The well-known advantages include improving student involvement,
quicker reviews, improving versatility over time and location to take on the assessment role and
value in the student and lecturer process, as well as saving on capital expenses.