Online Formative Assessment and Feedback: A Focus Group Discussion Among Language Teachers

Publication Name

Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)


Formative assessment and the provision of formative feedback are key factors in effective teaching and learning. Generally, while teachers understand the role of feedback, studies show there is a tendency for them to provide it when a task comes to a complete. When teaching took to the online mode due to forced conditions imposed by COVID-19, questions arise about the provision of formative feedback particularly since teachers have been found to struggle teaching online. In this paper, we report on a preliminary study involving five university faculty who teach language courses. We present the respondents’ (1) views and practices on using the computer for teaching online (2) practices of providing formative assessment and feedback online and (3) their intentions to proceed with online formative assessment and feedback. By and large, the faculty were comfortable teaching online. While they did agree on the importance of formative feedback and attempted to provide these in their classes, they reported issues on using the appropriate tools or assigning the appropriate tasks for the purpose. They also talked of the stress in doing so, relating it with pedagogical, technical and institutional management factors. With effective learning in mind, the group was divided on whether or not they would proceed with online formative assessment and feedback, if the choice was available to them. This paper concludes with recommendation for further research and consideration for teaching online.

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This publication is not available as open access


13316 LNCS

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