Conducting formative assessment during synchronous online lessons: university teachers’ challenges and pedagogical strategies

ABSTRACT

Synchronous online teaching through video-conferencing software (VCS) has become a common mode of instruction during the COVID-19 pandemic. This mode brings unique challenges for teachers that require specific professional digital competences. One such challenge is conducting formative assessment. Through the use of in-depth interviews with nine Hong Kong university teachers who had taught synchronously online for one semester, this exploratory study explored the challenges of conducting formative assessment during synchronous online lessons and the strategies teachers deploy to conduct formative assessment. The findings indicate that the key difficulties include gathering information on students’ needs, checking students’ understanding, giving individual feedback, and building relationships with students. To address these challenges, the teachers suggested four pedagogical strategies: (1) Combine synchronous with asynchronous approaches; (2) Utilise breakout rooms; (3) Utilise poll functions of the VCS and combine it with other online platforms; and (4) Provide time before or after lessons for informal conversations. The findings suggest that teachers need to develop specific pedagogical strategies to conduct formative assessment. This provides an initial conceptualisation of one important dimension of Professional Digital Competence, teaching using digital technologies, and one aspect of that dimension, how teachers use digital tools and strategies to conduct formative assessment.

KEYWORDS:

• Formative assessment
• synchronous online teaching
• teachers’ assessment practices
• COVID-19
• professional digital competence

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Benjamin Luke Moorhouse

Benjamin Luke Moorhouse is an Assistant Professor of English Language Education in the Department of Education Studies at Hong Kong Baptist University. His research focuses on the lived experiences and competence of teachers, teaching young English language learners, and the role of technology in English language teaching and learning. His research has been published in journals such as Educational Studies, The Asia-Pacific Education Researcher and Journal of Education for Teaching.

Lucas Kohnke

Lucas Kohnke is a Senior Lecturer in the Department of English Language Education, The Education University of Hong Kong. His main research interest lies in technology-supported teaching and learning, professional development using information communication technologies, and EAP/ESP course design. His research has been published in journals such as Journal of Education for Teaching, RELC Journal, The Asia-Pacific Education Researcher, and TESOL Journal.