ONLINE FORMATIVE ASSESSMENT IN HIGHER EDUCATION POST-COVID-19: A SYSTEMATIC REVIEW OF CHALLENGES AND OPPORTUNITIES

Preya Pillay
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Preya Pillay: Department of Curriculum Studies, University of the Witwatersrand, South Africa

Social Sciences and Education Research Review, 2024, vol. 11, issue 2, 283-293

Abstract: This study examines the implementation of online formative assessment in higher education during and beyond the COVID-19 era. The Community of Inquiry (CoI) model was used as the theoretical framework. A systematic literature review (SLR) adhering to PRISMA guidelines was conducted using eight academic databases. The findings reveal that while online formative assessment offers opportunities for frequent and personalized feedback, it also faces challenges such as technological barriers, digital literacy gaps, and concerns about academic integrity. The study recommends that higher education institutions invest in robust technological infrastructure, provide comprehensive training for both educators and students, and develop innovative assessment strategies that align with the affordances of online learning environments.

Keywords: Online formative assessment; higher education; COVID-19; digital literacy; academic integrity; educational technology; Community of Inquiry model (search for similar items in EconPapers)
JEL-codes: I20 (search for similar items in EconPapers)
Date: 2024
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Persistent link: https://EconPapers.repec.org/RePEc:edt:jsserr:v:11:y:2024:i:2:p:283-293

DOI: 10.5281/zenodo.15258318

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