Digital Formative Assessment Strategies in Blended Learning Contexts: A Qualitative Case Study
Keywords:
Digital formative assessment, blended learning, feedback, educational technology, teacher beliefs, qualitative research, metacognition, assessment literacyAbstract
This study aimed to explore the strategies employed by educators to implement digital formative
assessment in blended learning contexts, focusing on pedagogical intentions, technological affordances,
and professional practices. A qualitative case study design was utilized, involving semi-structured
interviews with 26 educators from secondary and post-secondary institutions in Tehran who have
experience with blended learning. Participants were selected through purposive sampling to ensure
diversity in subject areas and teaching backgrounds. Data collection continued until theoretical saturation
was achieved. All interviews were transcribed verbatim and analyzed using thematic analysis, supported
by Nvivo software to code, organize, and identify patterns in the data. Three main themes emerged from
the analysis: (1) Pedagogical Intentions and Design, emphasizing the alignment of assessments with
learning objectives, differentiation, timely feedback, integration within instructional cycles, and
scaffolding for metacognition; (2) Digital Tools and Technological Affordances, highlighting the
importance of platform functionality, interactive features, data analytics, accessibility, and tool selection
criteria; and (3) Teacher Beliefs and Professional Practices, including attitudes towards digital
assessment, assessment literacy, peer collaboration, implementation challenges, and ethical
considerations. Teachers recognized digital assessment as enhancing personalization, engagement, and
feedback timeliness but also identified challenges such as technological limitations and equity concerns.
Digital formative assessment strategies in blended learning environments present significant
opportunities for supporting student learning, fostering metacognitive skills, and providing timely,
actionable feedback. However, effective implementation requires careful alignment with pedagogical
objectives, attention to accessibility and ethical concerns, and robust professional development for
educators. Addressing persistent challenges in technology and equity will be critical for maximizing the
potential of digital formative assessment.
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