Computer-Based Formative Assessment: Advantages and Challenges in Teaching English to High School Students
DOI:
https://doi.org/10.5281/zenodo.17282986Ключевые слова:
Computer-Aided Assessment, Computer-Aided Tools, Formative Assessment, Online Assessment, Formative Feedback, Computer-Based TestingАннотация
This article aims to investigate the pros and cons of the practical application of Computer-Aided Tools (CAT)
in formative assessment for high school students. The study is based on a review of available studies, journal articles,
and websites relevant to the concept. The results of the research provide evidence of several advantages, including
active participation, instantaneous progress monitoring, and the simplification of processes involved in student progression
tracking. CAT in this paper emphasizes the applicability of Computer-Aided Formative Assessment (CAFA) tools in
learning. CAFA also highlights the most crucial drawbacks, among which are limited access, technological effects, and the
lack of direct contact between teachers and students. The authors of the study note that the integration of technological
tools should ideally be complemented with personal teacher feedback. Practical implications involve intensive training
for teachers as well as the enhancement of relevant structures and regulations addressing data safety and fairness. It is
suggested that computer-assisted tools may enhance best practices in language education within the EFL environment
Библиографические ссылки
1. Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy &
Practice, 5(1), 7–74. https://doi.org/10.1080/0969595980050102
2. Harlen, W. (2005). Teachers’ summative practices and assessment for learning – Tensions and synergies. Curriculum
Journal, 16(2), 207–223. https://doi.org/10.1080/09585170500136093
3. Alderson, J. C. (2005). Diagnosing foreign language proficiency: The interface between learning and assessment.
Cambridge University Press.
4. Topping, K. J. (2009). Peer assessment. Theory Into Practice, 48(1), 20–27. https://doi.org/10.1080/00405840802577569
5. McMillan, J. H., & Hearn, J. (2008). Student self-assessment: The key to stronger student motivation and higher
achievement. Educational Horizons, 87(1), 40–49.
6. Hughes, G. (2011). Towards a personal best: A case for introducing ipsative assessment in higher education. Studies
in Higher Education, 36(3), 353–367. https://doi.org/10.1080/03075079.2010.486859
7. Wiggins, G. P. (2014). The Kahoot! revolution: How gamified assessment and quizzes can improve student learning
outcomes. Educational Researcher, 43(3), 123–132. https://doi.org/10.3102/0034654314533147
8. Sharma, P., & Gao, S. (2020). Quizizz: Enhancing student engagement and motivation through gamified assessments.
Journal of Educational Technology, 12(4), 215–225. https://doi.org/10.1037/jed2020.003
9. Lye, S. K., & Koh, M. (2021). Using Google Forms for formative assessment: A study on EFL teachers’ perceptions and
practices. Education and Information Technologies, 26(5), 6167–6183. https://doi.org/10.1007/s10639-020-10491-4
10. Susi, T., Johannessen, J. A., & Bowers, A. (2015). Socrative: Enhancing classroom assessment with real-time feedback
technology. Journal of Educational Technology Development and Exchange, 8(3), 45–56. https://doi.org/10.18785/
jetde.0803.04
11. Green, A., & Castaneda, M. (2017). Assessing student learning in Edmodo: A tool for personalized feedback and
engagement. International Journal of Educational Research, 49(2), 245–257. https://doi.org/10.1016/j.ijer.2017.01.009
12. Sun, P., & Cheng, H. (2012). Evaluating student performance in Blackboard: A case study. Computers & Education,
58(4), 1112–1123. https://doi.org/10.1016/j.compedu.2011.11.022
13. Anderson, C., & Dymond, S. (2019). Formative assessment in the classroom: Enhancing learning through digital tools.
Journal of Education Technology & Society, 22(4), 47–58. https://doi.org/10.1109/JETS.2019.0014
14. Watson, A., & Wagner, M. (2021). Leveraging Microsoft Forms for assessment and feedback in K-12 education. International
Journal of Educational Technology, 19(2), 113–124. https://doi.org/10.1080/1751341045604578
15. Weber, A., & Thomas, C. (2018). Nearpod: A tool for enhancing real-time formative assessment in classrooms. Journal
of Educational Technology, 21(3), 115–127. https://doi.org/10.1155/2018/9325973
16. Kessler, G. (2013). The potential of Quizlet as a mobile learning tool for English as a foreign language learners. Educational
Technology Research and Development, 61(5), 789–803. https://doi.org/10.1007/s11423-013-9302-5
17. Arshad, S. M. B. M., Khilola, M. M., Sameem, M. A. M., Shakhnoza, B. A., Bekmurodova, F. N., Begimkulova, S. H.
A., & Norboev, A. (2024). Assessing the efficacy of bilingual teachers in English as a second language contexts: A
comprehensive investigation in Sri Lanka. Library Progress International, 44(3), 12129–12142.
18. Irons, A., & Elkington, S. (2021). Enhancing learning through formative assessment and feedback. Routledge. https://
doi.org/10.4324/9781138610514
19. Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2),
119–144. https://doi.org/10.1007/BF00117714
20. Arshad, S. M. B. M. (2023). Effective techniques for EFL teachers and learners to increase beginner’s level vocabulary.
Science and Innovation, 2(B12), 19–27.
Загрузки
Опубликован
Выпуск
Раздел
Лицензия
Copyright (c) 2025 MAKTABGACHA VA MAKTAB TA’LIMI JURNALI
Это произведение доступно по лицензии Creative Commons «Attribution» («Атрибуция») 4.0 Всемирная.
