Effect of Digital Formative Assessment Framework on Students’ Learning Trajectories in their Cognitive Domain at Higher Education Level

Abstract

The modern classrooms are transforming into digital classrooms bringing modern debates on assessment and student learning trajectories into light (Mukazi, 2022). The objective of this study was to implement a digital formative assessment framework and investigate the effect of digital formative assessment framework on students’ learning trajectories in their cognitive domain at higher education level. The digital formative assessment framework used in the study is a 12-celled model framework based on William and Blake (2007) formative assessment strategies. The nature of the study was quantitative which followed the A-B-A research design of experimental studies. The data was collected from an intact group of master level studies, and analyzed by using statistical analysis techniques. Repeated measures ANOVA was applied to identify the effect of digital formative assessment framework on students learning trajectories in their cognitive domain. Results revealed that digital formative assessment was effective with an F-value of 537, p= 0.000 and a larger effect size (partial η² = .655). Results suggest that teachers may adopt technology integrated teaching strategies to foster better student outcomes.