Abstract
This scoping review aims to comprehensively examine the current landscape of online formative assessment practices in programming courses. The objective is to gain insights into existing practices, emerging trends, challenges, and innovations in this area. To conduct this review, the authors followed established approaches for scoping reviews and identified relevant studies through a systematic search of academic databases. A diverse range of literature on online formative assessment in programming education was found, meeting the inclusion criteria which encompassed studies from various educational settings spanning introductory to advanced programming courses. This chapter examined different methods, tools, and strategies in online formative assessment and their impact on student engagement, motivation, and performance. The results demonstrate a variety of formative online assessment strategies, including automated feedback, coding assignments, peer assessment, and quizzes. This chapter provides insightful advice for improving online formative assessments used in programming courses.
TopIntroduction
The field of programming education is experiencing significant changes with the rise of online learning environments. In this evolving landscape, the assessment of student learning and progress remains a crucial consideration. Online formative assessment has emerged as an essential tool in programming courses (Eltayar et al., 2023a). This provides timely feedback to learners and allows them to assess their understanding (Suhail et al., 2023; Violita & Budiraharjo, 2022), correct misconceptions, and improve their programming skills (Khashaba, 2020). Furthermore, as educators aim to utilize online formative assessment methods effectively, it is necessary to thoroughly examine the practices, trends, challenges, and innovations that influence this dynamic aspect of education.
The realm of online formative assessment in programming education encompasses a diverse range of methods, tools, and strategies to promote continuous improvement in student learning (Younas et al., 2022). As the field continues to evolve, it is crucial to understand its patterns and future directions. Hence, this scoping review endeavours to explore the multifaceted landscape of online formative assessment practices in programming education. It also uncovers current trends, challenges, and innovative approaches that hold the potential for enhancing the future of programming education (Ashraf et al., 2021; Prastikawati, 2021).
This review comprehensively analyzes the literature on online formative assessment practices in programming courses. The examination encompasses various educational settings, ranging from introductory to advanced domains. Thus, by identifying and examining different strategies and tools utilized in the assessment process, this chapter offers educators, researchers, and practitioners an extensive overview of the evolving landscape of online formative assessment within programming education. Furthermore, this review consolidates existing knowledge and encourages further research, innovation, and the adoption of best practices for more effective and engaging programming education.
This chapter also conducts a scoping study to investigate the current state of online formative assessment in programming courses. The review will encompass empirical studies, literature reviews, and conceptual frameworks to comprehensively understand this area's practices, trends, challenges, and innovations. In addition, it will also explore the potential benefits and drawbacks of implementing online formative assessment methods for programming courses. This is with particular attention given to issues concerning validity and reliability. The following research questions were the focus of the scoping review:
- 1.
In online programming courses, what are the latest trends and practices in formative assessment?
- 2.
How do educators address the challenges and threats to validity and reliability in online formative assessments within programming education?
From the literature review, it is evident that there is an increasing acknowledgment of the significance and possibilities of online formative assessment in programming education. Research has proven that when online formative assessments are combined with timely and constructive feedback, they can significantly improve students' learning experience in programming courses. It can be achieved by providing immediate insights into their comprehension and proficiency in programming concepts and skills (Alammary, 2019). Furthermore, online formative assessment tools can enable educators to track and monitor students' progress in real-time (Dimitriadou & Lanitis, 2023). This has allowed for personalized instruction (Keržič et al., 2019) and support that meets the student's individual needs.
TopMethods
Ethics Statement
Since this was a literature-based chapter, neither participant approval nor Institutional Review Board approval was required.
Key Terms in this Chapter
Multiple Submission: It refers to the ability for students to submit their work or responses multiple times for a given assignment.
Gamification: It refers to incorporating game elements and principles, such as points, rewards, and competition, into the assessment process.
Online Formative Assessment: It refers to continuously evaluating students' comprehension and advancement throughout the learning journey using digital platforms or tools.
Immediate Feedback: It refers to the prompt and timely response given to students' concerning their learning achievement.
Automated Assessment: It refers to the utilization of computer software or platforms for evaluating students' accomplishment within an educational setting.
Learning Management System (LMS): It refer to a digital tool that simplifies the management, delivery, and monitoring of educational materials and assessments.
Programming Course: It refers to educational program that teaches students' how to create, comprehend, and utilize computer programs.
Automated Grading: It refers to the utilization of computer algorithms or platforms to autonomously assess and assign scores to students' responses.