Diverse delivery methods and strong psychological benefits: A review of online formative assessment
Abstract
This article is a review of literature on online formative assessment (OFA). It includes a narrative summary that synthesizes the research on the diverse delivery methods of OFA, as well as the empirical literature regarding the strong psychological benefits and limitations. Online formative assessment can be delivered using many traditional assessment methods. These assessments can be delivered using a variety of programs and software. The benefits of using OFAs include both gains in achievement scores and the development of essential complex cognitive processes, such as self‐regulation. While attention is paid to both K–12 and higher education settings, this article highlights how OFA has been used distinctly in each. This paper has high utility for both academics and practitioners.
Lay Description
What is already known about this topic:
- Online formative assessments provide timely feedback to learners, often in an asynchronous environment.
- Online formative assessments are used to monitor progress and share feedback to both teachers and students.
- Formative feedback can encourage student engagement, increase enthusiasm to learn and lead to higher achievement.
- Specifies diverse formats for the delivery of online formative assessments in face‐to‐face, online and blended settings.
- Examination of the strong cognitive and emotional advantages of online formative assessment.
- Review of most recent literature, including investigation of both Higher Education and K–12 studies.
- Online formative assessments have high utility and can be implemented without significant allocation of time, particularly during instructional periods.
- Using online formative assessments can raise achievement levels as well as develop academic self‐regulation in students.
- Further research should explore additional methods and outcomes of online formative assessment.
