scholarly journals The Development and Evaluation of an Online Formative Assessment upon Single-player Game in E-learning Environment

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Fu-Hsing Tsai
Keyword(s):  
Learning Environment ◽  
Formative Assessment ◽  
E Learning ◽  
Player Game ◽  
Online Formative Assessment

Formative Online Assessment in E-Learning

2011 ◽  
pp. 279-300
Author(s):  
Izaskun Ibabe ◽  
Joana Jauregizar
Keyword(s):  
Formative Assessment ◽  
Assessment Tool ◽  
Computer Assisted ◽  
Online Assessment ◽  
Self Assessment ◽  
Adaptive Assessment ◽  
E Learning ◽  
Online Formative Assessment ◽  
Planning Development

This chapter provides an introduction to formative assessment, especially applied within an online or e-learning environment. The characteristics of four strategies of online formative assessment currently most widely used—online adaptive assessment, online self-assessment, online collaborative assessment, and portfolio—are described. References are made throughout recent research about the effectiveness of online formative assessment for optimizing students’ learning. A case study in which a computer-assisted assessment tool was used to design and apply self-assessment exercises is presented. The chapter emphasizes the idea that all type of assessment needs to be conceptualized as “assessment for learning.” Practical advices are detailed for the planning, development, implementation, and review of quality formative online assessment.

Learner Motivation Through Gamification in E-Learning

2022 ◽  
pp. 810-831
Author(s):  
Anshita Chelawat ◽  
Seema Sant
Keyword(s):  
Learning Environment ◽  
Intrinsic Motivation ◽  
Formative Assessment ◽  
Student Retention ◽  
Learning Process ◽  
Theoretical Perspective ◽  
Drop Out ◽  
Assessment Tools ◽  
Learner Motivation ◽  
E Learning

It is a proven fact that learning with the element of fun and games makes the learning process interesting and also helps in student retention. Especially, in the context of e-learning environment, where learner motivation and engagement level are not easy to monitor, it is required to implement some mechanism which can improve their intrinsic motivation and make them self-motivated. Gamification in education and using game-based formative assessment tools will be of great help to not only motivate learners to opt for e-learning courses, but to complete till the end. The current study, thus, focuses on use of game-based formative assessment to improve learners' motivation in the e-learning environment so that their drop-out rates can be controlled, and their engagement level can be improved. Also, it intends to assess the past literature and identify the essential gaming mechanics which can possibly impact the learner motivation. It will also highlight the theoretical perspective used in previous studies on gamification, engagement, and motivation.

scholarly journals The Implementation of Online Formative Assessment in English Learning

2021 ◽  
Vol 1 (1) ◽  
pp. 76-84
Author(s):  
Komang Lisna Kristiyanti
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Formative Assessment ◽  
Learning Process ◽  
Online Learning Environment ◽  
English Learning ◽  
Library Research ◽  
Teachers And Students ◽  
Strategic Regulation ◽  
Online Formative Assessment

The pandemic of COVID-19 is one of the major disasters in 2020 that have occurred throughout the world, including Indonesia. In the present situation and condition, in which most schools are currently implementing an online learning process, it is necessary to make sure that every students gain the information or knowledge that they must get as the result of the learning process. Hence, the formative assessment is in accordance with everyone's expectations that student must continue to gain information as their online learning outcomes.  This study aimed to review other studies conducted by some previous researchers regarding the implementation of formative assessment in online learning environment. Since this kind of assessment was only recently applied in the COVID-19 pandemic situation, it is important to investigate the effect, as well as the perception of students and teacher in implementing formative assessment in online learning environment. A library research was conducted to collect the data. From this review study, it can be concluded that this assessment technique has the potential to be very useful to be implemented in English learning, both for teachers and students. There are correlation between motivation, self-efficacy, and strategic regulation of learning. The students and teacher also showed positive perception towards online formative assessment. Both the students and the teacher gained many beneficial things after the implementation of online formative assessment in English learning.

Enhancing E-Learning Through Integration of Online Formative Assessment and Teaching Presence

2021 ◽  
Vol 11 (2) ◽  
pp. 48-61
Author(s):  
Joyce Wangui Gikandi
Keyword(s):  
Formative Assessment ◽  
Teaching And Learning ◽  
Self Regulation ◽  
Case Study Research ◽  
Learning Experiences ◽  
Teaching Presence ◽  
Learning Goals ◽  
Core Elements ◽  
E Learning ◽  
Online Formative Assessment

The proliferation of information communication technologies (ICT) continues to increase opportunities for effective pedagogical approaches and online learning. This paper reports a study on integration of online formative assessment from a teaching presence perspective of the community of inquiry (CoI) framework. The effects of this integrative pedagogical approach on students' learning experiences are explored. The study was conducted in a post graduate online course. Case study research design was utilized. The study exemplified the core elements of formative assessment including integration of authentic assessment activities within teaching and learning processes, explicit learning goals, formative feedback, and documentation of evidence of learning. These elements were aligned to the functions of teaching presence, namely design, facilitation, and direct instruction. This approach enhanced meaningful engagement with critical learning experiences including interactive collaboration, critical thinking, reflective thinking, multi-dimensional perspectives, and self-regulation.

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