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Formative Assessment as an Online Instruction Intervention: Student Engagement, Outcomes, and Perceptions

Formative Assessment as an Online Instruction Intervention: Student Engagement, Outcomes, and Perceptions
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Author(s): Zexuan Chen (Southern Medical University, Guangzhou, China), Jianli Jiao (South China Normal University, Guangzhou, China) and Kexin Hu (South China Normal University, Guangzhou, China)
Copyright: 2021
Volume: 19
Issue: 1
Pages: 16
Source title: International Journal of Distance Education Technologies (IJDET)
Editor(s)-in-Chief: Maiga Chang (Athabasca University, Canada)
DOI: 10.4018/IJDET.20210101.oa1

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Abstract

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.

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