An exploratory study of google form and quizizz intergration for online assessment of lower secondary school students writing skills

THAI NGUYEN UNIVERSITY
SCHOOL OF FOREIGN LANGUAGES

--------------------

TRAN THI THU TRA

AN EXPLORATORY STUDY OF GOOGLE FORM AND
QUIZIZZ INTEGRATION FOR ONLINE ASSESSMENT

OF LOWER SECONDARY SCHOOL STUDENTS’
WRITING SKILLS

M.A. THESIS
Field: English Linguistics

Code: 8220201

THAI NGUYEN, 2023

i

THAI NGUYEN UNIVERSITY
SCHOOL OF FOREIGN LANGUAGES

--------------------

TRAN THI THU TRA

AN EXPLORATORY STUDY OF GOOGLE FORM AND
QUIZIZZ INTEGRATION FOR ONLINE ASSESSMENT

OF LOWER SECONDARY SCHOOL STUDENTS’
WRITING SKILLS

M.A. THESIS
(EXPLORATORY RESEARCH)

Field : English Linguistics

Code : 8220201

Supervisor: Nguyen Thi Hong Chuyen, Ph. D

THAI NGUYEN, 2023

ii

ĐẠI HỌC THÁI NGUYÊN
TRƯỜNG NGOẠI NGỮ
--------------------

TRAN THI THU TRA

NGHIÊN CỨU KHÁM PHÁ VỀ TÍCH HỢP GOOGLE
FORM VÀ QUIZIZZ ĐỂ ĐÁNH GIÁ TRỰC TUYẾN KỸ

NĂNG VIẾT CỦA HỌC SINH TRUNG HỌC CƠ SỞ

LUẬN VĂN THẠC SĨ
(Nghiên cứu khám phá)

Ngành : Ngôn ngữ Anh
Mã số : 8220201
Giảng viên hướng dẫn :TS. Nguyễn Thị Hồng Chuyên

THÁI NGUYÊN, 2023

iii

DECLARATION
I certify that the minor thesis entitled “An exploratory study of Google Form
and Quizizz integration for online assessment of lower secondary school students’
writing skills” was submitted in partial fulfillment of the requirements for the degree
of Master of English Linguistics is the result of my own work. This minor thesis has
not been submitted for any degree to any other universities or institutions.

Approved by Thai Nguyen, February 2023
SUPERVISOR Author’s signature

Nguyen Thi Hong Chuyen, PhD Tran Thi Thu Tra

i

ACKNOWLEDGMENTS
I want to send a special thanks to those who have supported and given me many
useful advices throughout the process of doing this research.
First, I am grateful to my family and friends for their support and encouragement
during this process. Thanks for always encouraging and inspiring me throughout my
time to pursue this research. Their love and guidance have helped me overcome the
strain when working on research

Second, I want to express special gratitude to my supervisor Nguyen Thi Hong
Chuyen Ph.D. Thank you for spending so many hours with me conferencing and
assisting me with my research and writing. Thank you for guiding me through this
process and for your encouragement. I appreciate everything you've done to help me
grow as an educator and writer.
Finally, I would like to thanks all the lecturers of the Faculty of Post – Graduate
Studies, Thai Nguyen University for their valuable teaching and assistance during my
study here. In addition, I would like to send my special thanks to all the participants in
the research, whose contributions are very meaningful in the completion of this paper.

ii

TABLE OF CONTENTS
DECLARATION ............................................................................................................i
ACKNOWLEDGMENTS............................................................................................ ii
TABLE OF CONTENTS ............................................................................................ iii
LIST OF CHARTS .......................................................................................................iv
LIST OF TABLE ..........................................................................................................iv
ABSTRACT ...................................................................................................................v
CHAPTER I: INTRODUCTION.................................................................................1

1.1. Background to the study .......................................................................................1
1.2. The aim of the study and research questions ........................................................2
1.3. Scope of the study .................................................................................................3
1.4. Significance of the study.......................................................................................3
CHAPTER II: LITERATURE REVIEW ...................................................................5
2.1. Writing skills .........................................................................................................5

2.1.1. Definition of Writing skills.............................................................................5
2.1.2. Types of writing..............................................................................................5

2.1.3. The importance of Writing Skills in English learning....................................7
2.1.4. Online writing assessment ..............................................................................8
2.2. Assessment ............................................................................................................9
2.2.1. Definition of Assessment................................................................................9
2.2.2. Types of Assessment ....................................................................................10
2.2.3. Online assessment.........................................................................................11
2.2.4. Advantages of online assessment .................................................................12
2.2.5. Disadvantages of online assessment .............................................................13
2.2.6. Difficulties in online assessment ..................................................................15
2.2.7. Criteria to assess writing skills .....................................................................17
2.3. Technology in Online writing assessment ..........................................................19
2.3.1. GG Form in assessing writing skills online..................................................21
2.3.2. Quizizz in assessing writing skills online.....................................................24
2.4. Integrating GG and Quizizz in online writing assessment..................................26
2.5. Previous researches… .........................................................................................28

iii

CHAPTER 3: METHODOLOGY .............................................................................29
3.1. Research questions ..............................................................................................29
3.2 The subjects..........................................................................................................31
3.3 The data collection instruments ...........................................................................32
3.3.1. Questionnaire ................................................................................................32
3.3.2. Interview .......................................................................................................32
3.4. Data analysis tool ................................................................................................33

CHAPTER IV: FINDINGS AND DISCUSSION .....................................................35
An overview of the result...........................................................................................35
4.1. Research question 1 (What effect is online assessment of students’ writing
skills currently employed at the school?) ...............................................................36

4.2. Research question 2 (To what extent does integrating Google Form and
Quizizz improve online assessment of students’ writing skills as perceived by the
teachers and the students?) .....................................................................................51

CHAPTER V: CONCLUSIONS AND RECOMMENDATION ............................35
5.1. Summary of the study .........................................................................................59
5.2. Major findings of the study.................................................................................59
5.2.1.The current situation of online assessment of students’ writing skills
employed at the school ...........................................................................................59
5.2.2.The effectiveness of integrating Google Form and Quizizz improve online
assessment of students’ writing skills.....................................................................60
5.2.Limitations of the study .......................................................................................61
5.3.Suggestions for further research ..........................................................................62

REFERENCE............................................................................................................... 63
APPENDICES .............................................................................................................. 68

iv

LIST OF CHARTS

Chart 1 Percentage Experience of Students' Computer Competence............................36
Chart 2: Students’ liking level of using GG Form and Quizizz ....................................56
Chart 3: Students’ confidence level after using GG Form and Quizizz........................56

LIST OF TABLE

Table 1: Percentage Distribution of Students’ Computer Competence ........................36
Table 2.1: Frequencies, Percentages and Means of Student Agreement in Online

Assessment System “Screen and Interface Design” (Pre) ...........................38
Table 3.1.: Frequencies, Percentages and Means of Student Agreement in Online

Assessment System “System Use” (Pre) .....................................................40
Table 4.1: Frequencies, Percentages, and Means of Student Agreement about “Impacts

on Learning Process (Pre) ............................................................................41
Table 5.1: Percentages and Means of Student Agreement in Online Assessment

System (Student opinions) (Pre) ..................................................................43
Table 6: Common online writing assessment methods .................................................44
Table 7: Advantages and disadvantages of online writing assessments .......................48
Table 8: Advantages and disadvantages of GG Form and Quizizz...............................50
Table 9: Teachers’ perceptions......................................................................................50
Table 2.2: Frequencies, Percentages and Means of Student Agreement in Online

Assessment System “Screen and Interface Design” (Post)..........................52
Table 3.2.: Frequencies, Percentages and Means of Student Agreement in Online

Assessment System “System Use” (Post)....................................................53
Table 4.2.: Frequencies, Percentages, and Means of Student Agreement about

“Impacts on Learning Process (Post) ...........................................................55

iv v

ABSTRACT
The Covid-19 epidemic necessitated online learning. Similarly, the assessment
has to be completed online. The purpose of this study is to look at the existing scenario
of online assessing writing skills for students at lower secondary school, as well as

how merging Google Forms and Quizizz may enhance online writing skills assessment
for lower secondary school students. The questionnaires and structured interviews are
employed in the study. The participants in the research are students in grade 8 and
their English teachers. Questionnaires and interviews were given to English teachers
so that researchers can learn more about how the teacher administered the online
learning writing exam and how students react to the current situation. As a result, the
researcher investigates "An exploratory study of Google Form and Quizizz integration
for online assessment of lower secondary school students’ writing skills" in the hope
that the research explored how the online assessment has been carried out and how to
improve the practices as perceived by the teachers and by the students. The study
concludes that there may be a need for teachers training to perform online assessments,
particularly for writing skills, and that other researchers should do studies on online
assessments for the other three skills: listening, speaking, and reading.
Keywords: writing skills, online assessment, integration, Google Form, Quizizz

vvi

CHAPTER I: INTRODUCTION

1.1. Background to the study
Due to the worldwide health emergency caused by the COVID-19 pandemic in
the early months of 2020, most educational institutions throughout the globe were
obliged to adapt their teaching approaches and transform them into new tactics fit with
online learning. The majority of institutions struggled to adapt and implement the
digital technologies required for remote learning. However, other recent research
appeared to concur that educational institutions were unprepared for such a quick
change to emergency remote instruction. There has been an increase in the number of
experiences shared throughout the world analyzing how this circumstance has
influenced instructors and students, with a concentration on secondary level teaching
and learning but not so much on online evaluation and assessments during the

epidemic.
In these situations, each school implemented a unique solution, which often
included particular online testing tools and platforms for distance learning, such as
video chat programs, as well as basic directions and instructions.
During the lockdown, everyone emphasized and encouraged continual
evaluation strategies. This has been a clear trend in recent years, as ongoing evaluation
methods are regarded as critical for ensuring that corrective actions that assist students
during the learning process are implemented as soon as possible, but has become
especially emphasized in the period of online teaching due to the COVID-19 crisis. On
the one hand, online learning can help with this because there are now numerous
collaborative technologies that allow students to collaborate. It is important to
distinguish between formative and summative evaluation in this discipline. Formative
assessment is more casual, with the goal of increasing students' learning while
supplementing and assisting the more traditional and formal summative evaluation
based on essays, tests, and examinations. Formative assessment has been shown to
raise student accomplishment despite its informal aspect, or even because of it,
therefore it should be promoted, not ignored, in online contexts to promote student
engagement and involvement.

1

As everyone is aware, assessment is a cornerstone of every educational system,
and the role that assessment plays as a high-stakes instrument for accountability has
heightened interest in teachers' assessment literacy (Popham, 2013). Assessment-
literate educators are required to understand what they are measuring, why they are
assessing it, which assessment techniques are most successful, and how to build solid
assessment procedures while avoiding unsound assessment measures (Chappuis et al.,
2011). There is a lot to be learnt about university teaching staff evaluation techniques
as the landscape has changed over the years, and especially in 2020 with the pandemic.
The pandemic of coronavirus disease 2019 (COVID-19) caused unforeseen changes in

teaching, learning, and evaluation procedures in higher education throughout the world.
The documenting of this event and the procedures used provides us with a better
knowledge of faculty evaluation processes during times of uncertainty, as well as how
they might be used and perpetuated after the epidemic.

A lack of explicit specifications and standards makes it difficult to understand
assessment techniques and their underlying concepts in the context of lower secondary
education. As a result, substantial variances in its conception and the practical
ramifications are to be expected. As a result, additional information about the lower
secondary school setting is required to contextualize assessment experiences, practices,
and professional development requirements throughout the transition to online
assessment. This study addresses this need by assessing the efficacy of integrating
Google Forms and Quizizz in testing and assessing writing skills for lower secondary
school students; this is expected to provide useful insights into how teachers across the
lower secondary school dealt with the changes during the COVID-19 crisis.

1.2. The aim of the study and research questions
The research was conducted to investigate the current situation of the online
writing skills assessment which was carried out at a lower secondary school and
showed how integrating Google Form and Quizizz could improve practices as
perceived by the teachers and by the students.
The aims of this study were investigated through the following research
questions:

2

1. What effect is online assessment of students’ writing skills currently
employed at the school?

2. To what extent does integrating Google Form and Quizizz improve online

assessment of students’ writing skills as perceived by the teachers and the students?

1.3. Scope of the study
Firstly, because the definition of “online writing skills assessment” is new and it
consumes a lot of meaning, this definition was recommended for the next research of
researcher or other teachers who want to extend the scope of investigation about
English activities.
Secondly, the sample size of the study is rather small (50 participants) although
the findings of this study quite promisingly proved the effectiveness of differentiated
instructions by learning styles on motivation, any replication and generalization from
this study should be done with great caution.
Thirdly, the analysis of the results was not so effective and productive. The
survey results should be analyzed by software like SPSS, so the reliability of the
results would be raised and a large quantity of data could be processed quickly and
efficiently. Because of this limitation in analysis instrument, the researcher was made
to choose exploratory study with small sample size so that the researcher could handle
them best.
Last but not least, the time of the research was quite short. Moreover, most
governments around the world, including Vietnam, have temporarily closed
educational institutions in an attempt to contain the spread of the COVID-19 pandemic.
These nationwide closures are strongly impacting over student population and it also
affected the time and the result of the research (Because school facilitates the
continuity of education for all through remote learning). Therefore, the results may be
superficial and shallow. Covering as much of the syllabus as possible would be better,
but the research suffered from the time constraint.
1.4. Significance of the study
Firstly, a pilot research was conducted. The pilot study was designed to
determine the use of the questionnaire and whether it reflected the research objectives.
It would also assist the researcher in determining whether the language used in the

3

questionnaire was appropriate for the students' level of ability, and what should be
adjusted or explained. Furthermore, a questionnaire pilot study would allow the
researcher to evaluate how much time it would take to complete all of the questions.
The pilot survey had ten students. They were given detailed instructions on how to
answer the questions. The amount of time these pupils had to finish their homework
was clearly indicated.

After completing the first stage, students were asked to complete the
questionnaire online. They were given enough time to thoroughly answer the questions.
Students were advised that their responses would be kept confidential and would not
affect their marks.

At the same time, teachers participated in an interview to help the researcher
determine what elements influenced the online assessment.

Following the pre-questionnaire and pre-interview, the researcher advised and
guided teachers to use both platforms.

Lastly, students and teachers took post-questionnaires and post-interviews.
This research is significant because it helps teachers evaluate effectively
students’ understanding of lessons in each unit by tests and assessments along with
enhancing their English studying motivations and practicing English as much as
possible and the important role of providing English assessments as the study support.
In addition, in Vietnam in general, there are rarely researchers who have studied
deeply on online English testing and assessing everyone as the Platforms which
provide teachers suitable tools for each kind of test and assessment. The purpose of
this project was to examine the use of Google Forms and Quizizz as writing
assessments in lower secondary English classrooms. Google Forms and Quizizz are

free and underutilized tools available to educators that could fulfill a role in providing
assessment. To date, there is no research concerning the link between Google Forms,
Quizizz, and writing assessments. This study also sought to demonstrate the
connection between assessment and instruction by linking Google Forms, Quizizz and
writing assessment. Thus, the implication of this study is hoped that it helps students
enhance their English studying qualifications and motivations through organizing
effectively online English tests and assessments.

4

CHAPTER II: LITERATURE REVIEW
2.1. Writing skills
2.1.1. Definition of Writing skills
Writing skills are the abilities used to clearly communicate ideas through
various forms of writing. Writing abilities include technical knowledge of writing
conventions, style guides, and formatting for various situations. Knowing what
situations require different writing styles and being able to set an appropriate tone over
text are both good writing skills that anyone can use at work.
Adapted from Five Elements of good writing (Folse, Solomon, Clabeaux. Heinle.
2010) Understanding the five major elements of writing is required for strong writing
skills, including purpose, audience, clarity, unity and coherence. The first one is
purpose. The main idea(s) teachers want the reader to take away from their writing is
the purpose of their writing. The purpose of most professional writing is stated directly
in the first sentence or two. The second one is audience. Teachers audience typically
consists of the readers who want to read the piece, and in some cases, teachers may
consider a general audience who may come across teachers’ piece as part of teachers’
secondary audience. Clarity refers to how easily and accurately readers understand the
purpose of the teacher and the supporting features of the piece. The next one is
unity, clarity refers to how easily and accurately readers understand the purpose of the
teacher and the supporting features of the piece. The last is coherence. A coherent

piece is one that is well-organized on all levels, with the ideas expressed in the piece
relating to one another and each segment leading the reader to the next.
2.1.2. Types of writing
"Writing is an extremely complex cognitive activity in which the writer is
required to demonstrate control of multiple variables at the same time," Nunan (1993)
says. These include control of contents, format, sentence structure, vocabulary,
spelling, and letter formation at the sentence level. Aside from the sentence, the writer
must be able to structure and integrate information to create a cohesive and coherent
paragraph and text." Students' chances of success may improve if they have strong
writing skills” (Alexander, 2008). Suleiman (2000) emphasizes the importance of
writing to learning when discussing the significance of writing to learning. In

5

instructional practices, evaluation procedures, and language development, any reading
and language curriculum must consider the multidimensional nature of writing.
Writing is one of the four skills in language learning - LSRW (listening, speaking,
reading, and writing).

As a result, Brown (2001) proposed the following six categories for assessing
students' writing, among others, to assess students' writing. (1) content, which
comprises the thesis statement, the relationship of the ideas, the development of the
ideas by recounting experiences, illustration, facts, and opinions, the use of description,
comparison/contrast, cause-effect, and the content's focus; (2) organization, which
includes the organization of the introduction, the logical sequence of ideas, the
appropriateness of the conclusion, and the length of the writing; (3) discourse, which
includes topic sentences, paragraph unity, rhetorical conventions, transitions, discourse
markers, cohesion, references, fluency, and variation of the text; (4) syntax (related to
grammar); (5) vocabulary (related to dictions); and (6) mechanics, which include
spellings, citation of citations, and citation of citations.

Chonthita Phuwarat and Nirachorn Boonchukusol (2020) emphasized that the
necessity of grammar teaching in ESL writing (p. 1-5). Writing as a communication
talent is one that must be intentionally acquired, since no one learns to write
instinctively. Individuals cannot write a single letter of the alphabet without exerting
deliberate mental and physical effort, and in order to get beyond the single letter, we
must be taught how to make words, how to combine words into sentences, and how to
punctuate those phrases. English grammar rules are extremely beneficial for both
English usage and writing. The laws of grammar instruct us on how to construct words
and phrases in a manner that is grammatically proper. Grammar is critical while
studying English as a second language. In this situation, grammar instructs pupils on
how to form English sentences in order to interact with others. Grammar is
intrinsically linked to other language abilities such as listening, speaking, reading, and
writing. A strong foundation in grammar is necessary for effective writing, as is the
ability to employ rhetoric in the arrangement of words, phrases, sentences, and
paragraphs in order to capture the reader's attention. Briefly, the writer determines that

6

grammar skill is necessary for the creation of accurate sentences in written form and
conducts the research mostly using English grammar.

2.1.3. The importance of Writing Skills in English learning
Writing, especially with reference to a language classroom in a secondary school,
means learning and practicing the grammar of a language through written exercises.
The students learn to write sentences grammatically correctly in orthography. Wren
and Marten (2006) also narrated that the student has to construct sentences keeping in
mind grammatical synchronization and variation, not to mention using appropriate
terminology and correct spellings. At this stage, the learner is likely to view words as
entities of grammar and to concentrate on the morphological changes necessary to

sentence construction, rather than to see them as vehicles of meaning, through which
he can communicate.
The ultimate meaning of writing skills is to construct grammatically correct
sentences and to communicate meaning to the reader. Real-life communicative writing
tasks, on the other hand, are letter-writing, form-filling, report writing, and so on.
These communicative writing tasks are rarely practiced in our language classrooms.
Communicative writing should be logical and coherent. Cohesion; the grammatical or
structural unity and coherence; the unity of sense or meanings are also essential for
high-quality writing (Shahid, 1999). Moreover, the communicative writing must have
a purpose and logic. Writing can be divided into sub-skills like descriptive, narrative
and expository writing skills (Wilcox, 2002). The style of what is written was
automatically affected by the status of the addressee, age, profession and relationship
with the writer. Hywel (2003) bifurcated the sub-skills of writing such as descriptive
skill (description of people, places and things), narrative skill (narrating stories,
incidents, events with proper sequence in chronological order) and expository skill
(writing with the purpose to justify, explain, define, classify, compare and contrast).
English is taught as a compulsory subject from class one up to graduation level in
Vietnam. English is not the mother tongue of Vietnamese students. It is a second
language for them. That’s why they feel it difficult to learn. Acquiring facility in
English gaining popularity in Vietnam in all walks of life day by day and has become a
status symbol and key to success.

7

Harmer (2007) emphasizes the importance of writing skills, stating, "The
reasons for teaching writing to students as a foreign language include reinforcement,
language development, learning style, and, most importantly, writing as a skill in its
own right." Writing, according to Janet Emig (1977), is a "unique mode of learning"
that requires the active participation of both the left and right hemispheres of the brain.
Writing, according to researchers, improves thinking skills; the higher cognitive

functions of analysis and synthesis appear to develop most fully with the assistance of
written language. Writing is intended to convey thoughts, ideas, and facts in simple
and lucid language. Students must learn the art of good writing in order to succeed at
both the academic and professional levels. All students require good writing skills in
order to complete their educational and employment requirements. The following are
some of the reasons why writing skills are important: (1) To write technical documents,
and research papers, and put forth the right facts and information. (2) In searching and
obtaining a job. (3) To make presentations and reports, etc. (4) For improving
communication skills. (5) For improving creativity, exploration, and essential for self-
understanding.

2.1.4. Online writing assessment
Even in online learning, writing assessments should be performed. According to
Yusuf (2019), the implementation of evaluation, particularly in the form of feedback,
aided students in enhancing their writing abilities.
An efficient online assessment should include many types of assessments with
clear explanations, feedback, clear assessment rubrics, and interaction between
professors and students on the online platform to ensure that there are no
misconceptions regarding the assignment provided (Gaytan, 2007).
The use of information technology in writing evaluation, particularly the usage
of Automatic Writing Evaluation (AWE) tools, has long been an option. There have
been researches that compared this type of evaluation to traditional manual writing
assessments. It demonstrated that this computer-based automatic assessment is
superior in terms of reducing assessment turnaround time and increasing students'
motivation and convenience in obtaining such rapid feedback (Zhang & Hyland, 2018).

8

Computer-based feedback was also found to have a favorable association with student
writing performance and perception of feedback (Ebyary & Windeatt, 2010).

Online writing assessments must function properly in order to determine
whether or not learning objectives can be met. However, due to the abrupt shift to
online learning, few studies have been undertaken to learn about students' and teachers'
online assessment practices, particularly in Vietnam. Furthermore, owing to the Covid-
19 epidemic, this study investigated the assessment of writing abilities on online
learning in a lower secondary school in Thai Nguyen that adopts online learning.

2.2. Assessment
2.2.1. Definition of Assessment
The systematic process of recording and assessing information, skills, attitudes,
or beliefs gained during instructional sequences with the goal of improving all aspects
of student learning is known as assessment. Assessment is also used to offer students
feedback on their progress and to assess their knowledge of the subject. Assessment,
according to Khairil and Mokshein (2018), is an aspect of the teaching and learning
process that aims to develop the assessor and the person assessed. The assessment also
offers data that may be utilized as feedback to help teachers and students improve their
teaching and learning activities. Classroom observation, class discussion, quizzes,
homework, and test are all examples of assessment activities. As a result, assessment is
a tool for improving educational quality by increasing lifetime learning skills and
promoting performance in a variety of educational situations. Brown argues that
assessment is a continuous process that covers a broad range of topics. When a student
answers a question, makes a remark, or unintentionally attempts a new phrase or
structure, the instructor must make an assessment. Assessment is seen as the
conclusion of the learning process; the assignment has been completed, and the
assessor has graded the work. The assessment assignment, which requires students to
show their deep comprehension and higher order thinking skills is developed and
discussed by the teachers. Hughes (2007) feels that the most effective adjustment to
improve students' progress is feedback. Assessment is used by teachers to help
students concentrate on their strengths and weaknesses, as well as to enhance teaching

and programmer development. Gaining assessment information requires teachers to

9

modify their thinking, attitudes, and practices in order to increase students' learning.
Assessment is frequently utilized at the conclusion of a learning or teaching sequence
to determine how much of a learner's knowledge can be reproduced in a test or exam
setting.

2.2.2. Types of Assessment
Zeliff and Schultz (1998) identify three types of assessment used to provide
feedback for students in education: traditional, alternative, and performance.
Traditional assessment typically measures lower-level cognitive skills. This domain
includes factual recall and comprehension. Alternative assessment measures the
affective domain and includes team activities, evaluations of self and peers, and
reflection through logs and portfolios. This type of assessment examines students’
attitudes and character traits. Performance assessment measures the psychomotor
domain and includes students’ demonstrations of competence in a skill or task.
Examples include formatting documents, completing financial statements, and
transcribing dictation. (Marcel Robles and Sandy Braathen, 2002, p. 41).
This research focused on summative assessment and formative assessment.
Summative assessment is a type of assignment or task that occurs at the end of
the learning process and is used to show a learner's performance in order to measure
learning outcomes. For grading, summative evaluation is utilized. Summative
assessment functions include evaluating or rating students, passing or failing students,
and informing students of their accomplishments (McAlpine & Higgison, 2001, as
quoted in Iahad et al., 2004).
According to May (2000), McAlpine & Higgison (2001), and Brown et al. (1997),
as stated in Iahad et al. (2004), formative assessment is established at the beginning or
throughout the learning process, whereas formative assessment is evaluation that

encourages learning. It is intended to aid the learning process by providing feedback to
the learner, which may be used to identify areas for more study and performance
improvement. It serves a developmental purpose and is intended to assist learners in
learning more successfully by providing feedback on their performance and how it
may be improved and/or maintained. Students' reflective practice can occasionally
help with formative evaluation. Both types of assessment were investigated in this

10

previous research study; however, because the main goal was to identify the role of
feedback in learner-centered assessment, more emphasis was placed on formative
assessment, such as Multiple Choice Questions (MCQs) (Iahad, et al., 2004, p.2).

2.2.3. Online assessment
Assessment, which can be formative or summative, is a vital and necessary
component of the teaching-learning process (Adanir et al., 2020). Baleni (2015)
distinguishes between the two in terms of objectives, with formative focusing on
improving teaching and learning and summative focusing on tying obtained data to
student performance.
English, like most courses, necessitates the use of assessments on a regular basis
to provide both teachers and students with a foundation for determining whether or not
course learning goals are fulfilled. It has long been standard in English lessons to
assign extra assignments or homework to students in order to reinforce what they have
learned in class. These homework tasks are formative in nature, taking place outside of
class hours and allowing students to work individually or in groups with peers,
utilizing accessible and related resources. Rosario et al. (2015) underlined the
relevance of the teacher's participation in providing homework activities with a
specific objective and demonstrated that extending homework improved students'
English achievement. Others, however, have questioned the benefits of homework,
claiming that the assumption that homework teaches study skills and promotes

responsibility fails the test of evidence, logic, and experience (Kohn, 2006 quoted in
Booth, 2010).
In English, these homework activities typically come in the form of paper-and-
pen exercises consisting of problems that were not solved in class. According to
Sarmiento (2017), such kind of activities can be time-consuming for teachers to
correct and may cause copying work among students. Baleni (2015) stressed the need
to explore diverse techniques of assessing learning in an online set-up of classes.
Online homework system or online assessments is an emerging technology applied by
some teachers complementing the usual paper-and-pen style of giving assessments
whereby students may be given unlimited chances of working on a set of problems that
vary in every attempt for self-practice. Under this technology, assignments are given

11