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Abstract
Many universities worldwide have transformed digitally, offering online programs in addition to in-person courses since the pandemic. As a result, teachers became familiar with conducting online assessments or e-assessments. However, little is known about teachers’ beliefs and practices of online formative assessment, especially when compared with offline assessment; therefore, it is necessary to examine these issues. The current study examined how the same teachers conducted their formative online assessments and the differences in their beliefs regarding the principles of online assessment, compared with those of traditional offline assessment. The study used a mixed-methods research design, employing in-depth interviews with 13 teachers and a survey of 100 respondents working at higher education institutions that offer online degrees. The study found that teachers utilized different assessment methods, with multiple-choice questions being the most popular in both online and offline teaching. Teachers also expressed concerns about the validity and reliability of online formative assessment due to students’ cheating, plagiarism, or the use of AI. The results suggested diversifying formative online assessment tasks and conducting regular assessments to prevent student misconduct and enhance the reliability and validity of formative online assessment.
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