Student Perceptions of the Effectiveness of Formative Assessment in an
                        Online Learning Environment

Ogange, Betty; Agak, John; Okelo, Kevin Odhiambo; Kiprotich, Peter

doi:10.5944/openpraxis.10.1.705

Cited by 77 publications

(66 citation statements)

References 33 publications

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“…This suggests the positive effect of technological platform adoption on students' performance. This finding is consistent with previous research documenting on the positive effect of the technological tool in teaching (Iwamoto et al, 2017;Ogange et al, 2018;Yeo et al, 2014). Interestingly, our result suggests that formative assessments such as classroom presentation are not significantly influenced by the interactive online technology adoption.…”

Section: Discussionsupporting

confidence: 93%

Channeling assessments in English language learning via interactive online platforms

Yulia

Husin

Anuar

2019

SiELE

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Technology adoption in classrooms has impacted the way educational practitioners conduct assessments. Online quizzes are preferred compared to paper-pencil based tests. However, very few information that explains the contribution of online assessment towards holistic attainment of students in English. The present study aimed at examining the effects of online assessments on students’ performance. This research employed a quasi-experimental study to evaluate the role of interactive online assessments toward students’ performance in English. Eighty-six undergraduate students in TESL participated in this study; 53 were randomly assigned to the online group while 33 were assigned to the control group. The research computed t-tests to compare the performance of both groups on five different assessments. The results revealed that the online assessment group performed better on four assessments tested—listening and reading skills. The control group performed significantly higher on the assessment that involved presentation (evaluated speaking skill). These findings indicate that online assessments enhance students’ mastery of listening, reading, and writing skill but rather not so much influence on verbal skills. This research implies that educational practitioners should not entirely rely on interactive online platforms. To incorporate the blended-learning approach, classroom activities must consist of a combination of online and offline strategies.

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Section: Discussionsupporting

confidence: 93%

Channeling assessments in English language learning via interactive online platforms

Yulia

Husin

Anuar

2019

SiELE

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“…In this regard, we suggest that the implementing institution incorporate plagiarism checking tools to assure that the submitted tasks are of learners' own works. This is particularly challenging especially when it comes to assessing learners' tasks given through an online learning platform (Yulia, et al, 2019;Ogange et al, 2018;Vonderwell, et al, 2007). Since we did not conduct in-depth research on such a case, we may not be able to offer further data on this matter.…”

Section: Resultsmentioning

confidence: 99%

Investigating in-Service Teachers’ Perceptions on Online and Autonomous Learning

Masrizal

Fata

Erdiana

2020

HSSR

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Purpose of the study: The aim of this study is to investigate in-service teachers’ perception of online and autonomous learning and what types of obstacles they face during the program. It investigates the practice of autonomous learning classrooms by 101 Indonesian in-service English teachers in an entirely online learning environment, where skills and learning tools are incorporated to form integrated autonomous learning activities. Methodology: This research was conducted at Universitas Syiah Kuala, Indonesia. Online questionnaire was used to gather information from 101 participants about their autonomous learning experience through task-based instructions (TBI). Main Findings: Our research results indicated that the range of modules and tasks given to the in-service teacher participants were able to foster independent learning. Findings suggest that in-service teachers showed positive attitudes towards the implementation of online autonomous learning, while limited task instructions, technical issues, and communication constraints were among obstacles faced by the participants during the program. Applications of this study: It is hoped that the findings of the present study will contribute to the development of the existing literature in the field of teacher training and can be used as an important input for the improvement of the current teacher training program. Novelty/Originality of this study: This study is intended to draw conclusions from a series of actual research data and contribute a new angle to the existing research on teachers’ perception on online and autonomous learning.

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“…Point to that, and some research has been conducted to seek the effect of online formative assessments on students' learning achievement. Ogange et al (2018) mentioned that formative assessment was a useful tool in both online and offline learning settings. It provided meaningful feedback for students in completing their tasks and improving their skills.…”

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confidence: 99%

Online backchannel as a formative assessment in improving writing skills

Prastikawati

Wiyaka

Adi

2020

J. Eng. Foreign. Lang.

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Technology integration in language assessment has been regarded as a common strategy in an educational setting. However, teachers need to adjust the perception and cogency of assessment in an online setting as well as the concept of formative assessment in online environments. This research aimed to investigate the students' perception of online backchannel implementation as a formative assessment in improving the students' writing skills in an English classroom. For this purpose, a mixed-method was applied with a closed-ended questionnaire distributed to 32 students and semi-structured interviews carried out to 24 students at the eighth-grade students of a state junior high school in Semarang, Central Java, Indonesia. The collected data were then analyzed quantitatively using SPSS 23 and qualitatively. The findings revealed positive perceptions of online backchannel implementation as a formative assessment in improving their writing skills. They considered it a new and innovative process of an assessment that helped them get the maximum result of writing. Furthermore, students' motivation and confidence in writing were raised. This study's implication calls for the implementation of online backchannel in English class as a formative assessment during the writing process.

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Student Perceptions of the Effectiveness of Formative Assessment in an Online Learning Environment

Cited by 77 publications

References 33 publications

Channeling assessments in English language learning via interactive online platforms

Channeling assessments in English language learning via interactive online platforms

Investigating in-Service Teachers’ Perceptions on Online and Autonomous Learning

Online backchannel as a formative assessment in improving writing skills

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