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Information technology is an integral part of current education, even in noncomputer disciplines. As the role of Information technology-based education tools is recognized as significant in the education of millennial learners, there is a development of different types of tools and techniques in education. Usage of such tools in content delivery and assessment has been found to improve student engagement and active learning. When looking for unique tools to practice and assess computer programming and algorithmic courses, online coding events launched by popular forums have been identified as a tool for practice and assessment. These forums have been introducing new computing problems specified in a professional language, so that students get trained in programming these complex problems rather than the conventional problems. This article explores the possibility and success measure of integrating online coding events as a part of formative assessment. A study has been performed with two consecutive offerings of a course. The results obtained from the various forms of assessment are analyzed and presented in terms of correlation with summative and formative assessment scores and improved student performance. The results of the experimental study are found encouraging, thereby appreciating the usage of online coding platforms for introductory programming and algorithmic courses. K E Y W O R D S formative assessment, online coding, pedagogy, programming, student performance 1 | INTRODUCTION Current technical education for millennial learners is expected to be supported with technology, as the learners are tech-savvy in nature [28]. Information Communication Tools and various pedagogical techniques have been the need of the hour when it comes to education. There is a large-scale development of different tools and techniques pertaining to education, such as Learning Management Systems (LMS), Studentresponsive systems (SRS), and Quizzing Systems (QS). These systems manage information in a centralized manner, store contents that can be readily accessible, and produce relevant analysis based on the performance. Usage of such systems reduces the manual effort required in managing classroom environments in terms of content delivery and assessment for any learning discipline, and it is hence promoted in higher education institutes. Active learning strategies like Poll, Think Pair Share, and One Minute paper, when practiced through the relevant tools, form a strong basis for formative assessments.

The course on Computer Networks plays a significant role in the professional development of students graduating from various programmes such as Computer Science and Engineering, Information Technology and Master of Computer Applications. Graduating Engineers with exclusive skills in administering and managing computer networks are highly demanded in the job market. The knowledge on computer networks is tested in many of the entrance examinations towards admission in Post Graduate programmes like Graduate Aptitude Test in Engineering (GATE), Tamil Nadu Common Entrance Examination (TANCET) etc., The course also provides the necessary foundation for certification exams like Cisco Certified Networking Associate (CCNA). Having realized the importance of the Computer Networks in placements, higher studies and international certifications, the instructional design has been evolved with the appropriate selection of active learning and collaborative learning strategies. The paper presents a detailed impact analysis of the instructional design in improving the attainment of learning outcomes, student engagement and sarisfaction. The experimental study has been carried out in a student group of 130 members from the undergraduate programme on Information Technology at Thiagarajar College of Engineering, Madurai in the academic year 2020-21. A wide variety of network simulation tools, programming assignments have been included in the instructional design to promote hands on experience. Exclusive assessment items with customized rubrics are used for promoting technical, personal and interpersonal skills. The blend of instructor led and inquiry based teaching learning practices have shown significant improvement in the grades of continuous assessment test

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The CDIO INITIATIVE is an innovative educational framework that has been followed in many world-class educational institutions in USA, Europe and Asian countries for producing the next generation of engineers. It provides students with an education in the context of Conceiving -Designing -Implementing -Operating (CDIO) real-world systems and products. Thiagarajar College of Engineering (TCE), Madurai is one among those institutions following the CDIO framework for all undergraduate engineering programmes since the academic year 2018-19. Though there are training programs for selective faculty members, there had been no intensive hands -on training to all the faculty members. It has been felt from the formal meetings and informal discussions that faculty members needed more clarity and training on the CDIO framework. This has led to the conduct of training workshops online by the TCE academic process team for the faculty members of the institution (n=205), in three batches. Two quizzes have been conducted and feedback has been collected at the end of the workshop for each batch. This research paper analyses the outcome of these workshops measured through the Higher Order Thinking Skills (HOTS) exhibited in the assessment activities and feedback. It has been observed that the training workshop satisfies the expectations of the participants with a Satisfaction Index of 0.924. Recommendations have been proposed for interpreting the outcomes of such training workshops to enhance faculty competence through such workshops by addressing the necessary gaps in the forthcoming training workshops.