A Review of Digital Formative Assessment Tools: Features and Future Directions

Autor/inn/en	Çekiç, Ahmet; Bakla, Arif
Titel	A Review of Digital Formative Assessment Tools: Features and Future Directions
Quelle	In: International Online Journal of Education and Teaching, 8 (2021) 3, S.1459-1485 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Çekiç, Ahmet) ORCID (Bakla, Arif)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-225X
Schlagwörter	Formative Evaluation; Futures (of Society); Computer Assisted Testing; Guidance; Decision Making; Student Evaluation; Internet; Web Sites; Educational Technology; Databases; Electronic Publishing; Evaluation Methods; Computer Software; Feedback (Response); Teacher Student Relationship; Grading; Scoring; Test Items; Item Analysis; Learning Analytics; Distance Education; Online Courses; Tests + Suchen Sie Ihr Suchwort? Future; Society; Zukunft; Beratung; Decision-making; Entscheidungsfindung; Schulnote; Studentische Bewertung; Web-Design; Unterrichtsmedien; Datenbank; Elektronisches Publizieren; Teacher student relationships; Lehrer-Schüler-Beziehung; Notengebung; Bewertung; Test content; Testaufgabe; Itemanalyse; Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; Examination; Prüfung; Examen
Abstract	The Internet and the software stores for mobile devices come with a huge number of digital tools for any task, and those intended for digital formative assessment (DFA) have burgeoned exponentially in the last decade. These tools vary in terms of their functionality, pedagogical quality, cost, operating systems and so forth. Teachers and learners need guidance on how to choose the most effective digital formative software to make the most out of it. This study provides an in-depth critical review of the features of most popular formative assessment tools available on the Internet. It aims to unearth what current DFA tools can do and what further developments are needed for more effective use. The tools for analysis were sampled using frequency of mentions in educational technology websites and blogs and two scholarly databases (Web of Science and Scopus). After identifying the most frequently recommended, reviewed and researched formative assessment tools, the researchers inspected 14 tools in terms of various issues, ranging from platforms and devices used, item-types offered by the software, features related with monitoring student performance and providing feedback (through student/instructor dashboards), grading, scoring of open-response items and collaborative responses. The results indicated that all closed-ended items were common to all the tools examined and they were automatically scored, while only a few of them offered underdeveloped methods of grading open-ended items. All the tools provided learner analytics with diverse forms of data and different mechanisms for feedback, yet the most common form of data were immediate answers and numerical scores. It was also clear that popularity did not necessarily mean offering more functionalities and better tools. Based on the status of the tools, avenues for further research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01