Developing a comprehensive framework to enhance technology-based formative assessment practice in higher education courses

Abstract

Formative assessment is essential for effective teaching and learning, but it is often neglected or poorly implemented. Using a mixed methods approach, this thesis investigates the current practice and effectiveness of formative assessment and associated technologies in a higher education institution in Oman. It also develops and validates a measurement rubric that can be used to evaluate and improve formative assessment practice informed by technologies. The measurement rubric has four proficiency levels that describe the quality of formative assessment practice. The thesis also reports on the impact of a professional development (PD) program that used the rubric to guide lecturers in improving their formative assessment practice and associated technologies. The findings show that the participants improved their understanding and practice of formative assessment and associated technologies after the PD program. The thesis contributes to the literature by providing a measurement rubric and empirical evidence on the effectiveness of formative assessment practice informed by technologies. It also has implications for professional development providers and policymakers on how to support lecturers in implementing formative assessment and associated technologies in higher education courses, in Oman and internationally. The thesis suggests future research directions on the validity and reliability of the measurement rubric and its use in diverse higher education contexts.