Digital Formative Assessment as a Transformative Educational Technology

This work introduces a systematic model derived from a case study conducted at the University of Buraimi in the Sultanate of Oman. The model aims to surmount the challenges associated with formative assessment in Omani educational systems. By integrating, adapting, and updating the formative assessment process, the model is tailored to accommodate the needs of individuals from Arabic cultural backgrounds who encounter obstacles in classroom participation. The proposed solution involves the transformation of formative assessment into a digital format, leveraging the capabilities of the Moodle Learning System (MLS). The findings of this research indicate a notable success rate, with approximately 90% of students benefiting from the implementation of the digital formative assessment via MLS. Furthermore, these students exhibited a significant improvement in their academic performance, with scores increasing by a margin of 10% and more. This study underscores the potential of digital formative assessment as a means to overcome challenges linked to cultural hesitancy and low classroom participation, thereby facilitating enhanced student learning outcomes in contexts characterized by limited engagement.