Online Formative Assessment in Higher Education Post-Covid-19: A Systematic Review of Challenges and Opportunities
Online Formative Assessment in Higher Education Post-Covid-19: A Systematic Review of Challenges and Opportunities

Summary/Abstract: The COVID-19 pandemic has precipitated unprecedented changes in higher education institutions (HEIs) globally, particularly in the realm of assessment practices. This study aims to examine the implementation of online formative assessment in higher education during and beyond the COVID-19 era. The Community of Inquiry (CoI) model was adopted as the theoretical framework to support the study's discussions. A systematic literature review (SLR) was conducted to achieve the study's objectives and address the research questions. The researchers adhered to the Preferred Reporting Items for Systematic Review and Meta-analysis (PRISMA) guidelines. Eight academic databases, including Google Scholar, EBSCOhost, ResearchGate, ScienceDirect, Sabinet, ProQuest, Cambridge Core, and Scopus, were utilized to retrieve and analyze information from peer-reviewed journal articles and conference papers (n = 30) published between 2020 and 2023. The major findings of the study, based on the synthesized literature, reveal that while online formative assessment offers opportunities for more frequent and personalized feedback, it also faces challenges such as technological barriers, digital literacy gaps, and concerns about academic integrity. The study's evidence indicates that the pandemic has accelerated the adoption of digital assessment tools but has also highlighted existing inequalities in access to technology. It was recommended 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.

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