Page 56 - EDUCON 2022 Book of Abstracts

of higher education. However, less attention has been paid to the
evaluation of online assessments and lecturer’s best practices.
Aim: The purpose of the study is to understand how lecturers,
implement online assessment at HE institutions.
Methodology: This study embraced a qualitative research design,
focusing on a multiple case study approach to evaluate the
implementation of online assessment at HE institutions. The lecturers
were purposively selected using a checklist. Lecturers who
administered and practiced formative assessment for online courses
for a minimum of 12 months were considered. In addition, participants
in this study were selected from lecturers that were available and
willing to participate voluntarily.
Results: The results revealed that lecturers incorporated several tools
in the design and development of online formative assessment
activities. Lecturers had knowledge of identifying and addressing
related challenges that can hinder the effective implementation of
online formative assessment. The study contributes to the body of
knowledge with the proposed T-B-F (TPACK-Bloom-Feedback)
model that can provide guidelines for lecturers at HE institutions when
engaging in the development of online formative assessment
activities.
Implications: Lecturers demonstrated best practices for online
assessment in their respective HE institutions. Also, to some extent,
lecturers collaborated with colleagues in the same institutions and
abroad through a community of practice to promote professional
development and share assessment activities.
Recommendations: This study recommends that lecturers need to
stress the importance of using tools for formative assessment and
encourage students’ participation in the formative assessment
processes. Also, be encouraged to consider the course setting, course
level and number of students to develop formative assessment

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