Online Assessment in the Subject of Applied Mathematics as one of the Instruments during the Formative Assessment

https://doi.org/10.48185/she.v3i2.638

Authors

Keywords:

Applied mathematics, Assessment, Formative, Online, Students

Abstract

Taking assessments these days doesn't have to be stressful as technology has revolutionized the entire education system. Assessments are the most important part of the applied mathematics course, as they give students an accurate background of where they stand. It acts as a catalyst and positive reinforcer for students encouraging them to perform better. Most importantly, teaching and assessing students are two actions that should not be confined within the walls of a classroom but can be done anytime, anywhere with the help of technology. Therefore, in this study we have tried to analyze an assessment process developed through online tests in the subject of applied mathematics, as one of the instruments of formative assessment. To formalize this study, it was decided to use quantitative research methodology as a research strategy. The sample number was 110 students and it was a purposive sample. The empirical data collected during this research study involved a variety of data collection techniques. The methods used consist of questionnaires. The results from this research are important because online assessment is one of the formative assessment tools needed for students. The conclusion from this study is that students enjoyed taking online tests in the subject of applied mathematics. Therefore, the online assessment had a great positive impact on the formative assessment process in this subject. This paper has shown that online assessment as one of the instruments used in the formative assessment process affects the appearance of special assessment strategies in the subject of applied mathematics.

Published

2022-12-31

How to Cite

Orhani, S. (2022). Online Assessment in the Subject of Applied Mathematics as one of the Instruments during the Formative Assessment. Studies in Humanities and Education, 3(2), 1–12. https://doi.org/10.48185/she.v3i2.638

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Section

Articles