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Digital-Based Formative Assessments in Higher Education Institutions

Digital-Based Formative Assessments in Higher Education Institutions

Felix M. Mukazi
Copyright: © 2022 |Pages: 18
ISBN13: 9781668424681|ISBN10: 1668424681|EISBN13: 9781668424698
DOI: 10.4018/978-1-6684-2468-1.ch013
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MLA

Mukazi, Felix M. "Digital-Based Formative Assessments in Higher Education Institutions." Handbook of Research on Digital-Based Assessment and Innovative Practices in Education, edited by Jared Keengwe, IGI Global, 2022, pp. 247-264. https://doi.org/10.4018/978-1-6684-2468-1.ch013

APA

Mukazi, F. M. (2022). Digital-Based Formative Assessments in Higher Education Institutions. In J. Keengwe (Ed.), Handbook of Research on Digital-Based Assessment and Innovative Practices in Education (pp. 247-264). IGI Global. https://doi.org/10.4018/978-1-6684-2468-1.ch013

Chicago

Mukazi, Felix M. "Digital-Based Formative Assessments in Higher Education Institutions." In Handbook of Research on Digital-Based Assessment and Innovative Practices in Education, edited by Jared Keengwe, 247-264. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-6684-2468-1.ch013

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Abstract

Formative assessment is a planned procedure in which students' progress toward mastering learning targets is measured and educators' instruction and content are adjusted as a result of the assessment results. Sound feedback in real classroom situations requires provision of real-time feedback that is adaptive to individual students' needs while simultaneously providing feedback to all students. Thanks to technological advancements, it is now possible to provide quick and personalized feedback to individual students based on their performance in real time. Higher education institutions are increasingly employing such devices in the classroom to provide mass feedback to students. Using information and communication technology to supplement formative assessment can make it even more effective while also reducing the teacher's workload.

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