2.2. Online learning and Online Assessment
2.2.2. Online learning technology
Technology may be required in embedding formative assessment in an online environment. The previous explanations about the five basic strategies of embedding formative assessment by (William & Leahy 2015) still be appropriate with the principles of formative assessment. However, teachers automatically need the technologies to run those formative assessment strategies (Koc et al., 2015). As well as Kristiyanti (2021) discovered that technology in online formative assessment would be helpful for teachers in embedding online formative assessment (Rahmawati et al., 2021).
Koc et al. (2015) provided some online authoring tools, rubrics,
feedback tools, and several features of learning management systems are examples of technologies that teachers can utilize. Here are the technologies :
Table 1Technologies in Online Formative Assessment(Koc et al., 2015)
Categories Technologies
Learning Manajemen System Blackboard.com, Google Classroom, Edmodo, Canvas, Moodle.com
Rubrics Generators IRubric, Isocrates, RubiStar, Teach-nology.com
Online Authoring Tools CourseLab, Google’s Course Builder, Udemy, Udutu
Discussion/collaboration tools Adobe connect, Word Press, WikiSpaces,
Online response system Poll Everywhere, Question Press, Socrative.
Students and teachers' feedback tools Turnitin, Google Docs
Other tools/ technologies Quizlet, Educaplay, Eclipse Crossword, Quizizz
2.2.2.1.Learning Management System
A learning Management System is a software application that provides teachers with several features to meet the assessment strategies. Clarifying and sharing learning intentions and success criteria with the students automatically provides the learning that keeps moving forward (William & Leahy, 2015). Generally, LMS will utilize content, exams, learning assignments, and related materials within the application itself. Lam and Weikle (2021) stated that Canva could optimize teachers' sharing of learning criteria and intentions.
It also makes students easier in understanding the assignment that they would have during learning. Koc et al. (2015) mentioned that teachers used LMS based on their needs because LMS provides multiple advantages. It provided the integration rubrics utilization and delivered the quizzes and exams online. Therefore, LMS could be directly embedded in online learning as a formative assessment tool. The teacher needs to arrange it based on the actual context of the students.
2.2.2.2.Rubric generators
Rubric generators in online assessments allow teachers to specify the learning objectives for each assignment and activity. It also makes the students understand the learning criteria. Besides,
it makes the teachers easier in grading online tasks and assignments, especially in large classes (Koc et al., 2015).
It is evidenced by Huang and Jong's research (2020). They found that the rubric application could create a clearer understanding of what is expected from their performance so they can prepare for it confidently. Moreover, it will potentially help teachers with detailed guidelines on how to assess collaborative STEM projects. Teachers have widely used rubric generators, yet only a few used them to create rubrics with their students.
Therefore, teachers are expected to collaborate in implementing collaborative learning, especially in creating rubrics with the students.
2.2.2.3.Online authoring tools
In online authoring tools, the teachers could utilize the creation of course material in a pack. The teachers could use the application to create the lesson. It begins with the design of learning objectives, provision of the material content to teach, and the learning assignment, quizzes, and activities to assess and ensure that students keep learning until they meet the learning objectives.
An online authoring tool is believed to improve students' interest in owning their writing (Fan & Woodrich, 2017). Students could collaborate on their writing projects online.
Not only let the students collaborate, but this tool also provides the students with direct feedback during the writing process, such as in the google docs tool (Latifi et al., 2021). However, Lee (2017) emphasized that no technology can replace humans.
Therefore, teachers must keep controlling their students' progress because computers or apps cannot do it intentionally.
2.2.2.4.Collaboration tools
Collaboration tools are crucial in online learning, especially formative assessment. We know that collaboration is a principle of effective online learning (Palloff & Pratt, 2009). It is where the teachers can measure the student's level of learning synchronously and asynchronously in the form of discussion and collaboration (Koc et al., 2015). Teachers could include discussion and let the students collaborate in synchronous and asynchronous conditions.
During the collaboration and discussion session, students must cultivate critical thinking skills to respond to other students (Husna, 2020a). Teachers could see whether the students use the correct term, concepts, and material related to the lesson (Latifi et al., 2021). However, teachers should encourage students to do discussions with caution since many discussion tools are free.
Therefore, clear success criteria were also crucial before using this platform.
2.2.2.5.Feedback tools
In feedback tools, teachers could activate the students' feedback on others’ work and automatically make them formative agents (Revilla et al., 2020). Turnitin has a PeerMark feature that allows teachers to make students a reviewer (feedback givers) of anonymous papers of others. Similarly, Google Docs has anonymous feedbackers (Fan & Woodrich, 2017). Koc et al.
(2015) stated that embedding peers' feedback through the tools could surpass the function of giving feedback only. It also makes critical and collaborative learning happen. It happened because students can interchange their feedback, or there are no passive students.
Other tools and technologies for students are also available.
Students could do further reading and self-assessments (Koc et al., 2015). Teachers could use it as an exercise tool for students, especially in complex material, so they could repeat their exercise at any time in self-assessment. In an online environment, feedback is a necessary part of the assessment method so that the teachers can utilize its tools to make it easier and more efficient to give feedback online.