Formative Assessment as an Online Instruction Intervention: Student Engagement, Outcomes, and Perceptions
Online education has long been suffering from high dropout rate and low achievement However, both asynchronous and synchronous online instructions have to become effective to serve as a quick response to maintain undisrupted learning during the COVID 19 outbreak The purpose of the present study was to examine student engagement, learning outcome, and students' perceptions of an online course featured with frequent tasks, quizzes, and tests as formative assessment Data were collected from the first five weeks of a course that was temporarily converted from blended learning to be fully online in time of school closure Analysis of students' learning records and scores indicated that students engaged themselves actively in all of the online learning activities and had gained high scores in all tasks, quizzes, and tests In addition, students held positive perceptions towards the formative assessment (c) This article published as an Open Access article distributed under the terms of the Creative Commons Attribution License (http:/creativecommons org/licenses/by/4 0/ which permits unrestricted use, distribution, and production in any medium, provided the author of the original work and original publication source are properly credited
Int. J. Distance Educ. Technol.