Universities and other educational institutions are adapting their teaching framework to the current students’ demands, in which a more personalized assessment is requested. In this context, the online formative assessment (OFAT) is getting remarkable attention. Applying online and blended learning for higher education has extended and become commonplace together with formative assessment in recent years (Hwang & Tsai, 2011; Larreamendy-Joerns & Leinhardt, 2006; OECD, 2015). The effective and efficient digital educational instrument as an active learning methodology has the effect on teaching and learning processes and improves students’ motivation and achievement in classrooms (Jeong et al., 2017; Ryan & Deci, 2000; So, 2016). So, it is vital to distinguish and study what limit such tools can affect and how they can be properly implemented (González-Gómez et al., 2020; Maier, 2014; So, 2016). Online learning tools are seen as a promising way to offer various advantages in empirical situations and reveal positive effects of their motivation and achievement proved by a meta-analysis (Asarta & Schmidt, 2017; De Witte et al., 2015). Particularly, the application and utilization of online based learning tools on formative assessment are able to be helpful for students with personalized devices who can use assignments adjusted for the learning necessities (Maier, 2016; Sung et al., 2016; Tsivitanidou et al., 2016). Besides, feedback as a fundamental factor for formative assessment can verify online formative assessment tool effect, while lecturers and students can collect various feedbacks in the passage level for teaching and learning (Mory, 2004; Pape et al., 2012; Pilli & Aksu, 2013). In order to elucidate how, what and whether an OFAT can give a contribution into teaching and learning quality is necessary in science education, which is still a challenge due to few previous research on the effects of more complicated diagnostic evaluations (Bennett, 2011; De Witte et al., 2015). Its effect differs to the implementation level in the science classroom. Particularly, students’ feedback efficacy in OFAT has been under research for several decades and its affirmative effects of educational and instructive outcomes have been David González-Gómez, Jin Su Jeong, Florentina Cañada-Cañada University of Extremadura, Spain Abstract. Online formative assessment is still challenging although it is getting an increased attention as a significant tool for diagnosing and analysing students’ motivation and achievement in various education domains. This research examines the effects of an online formative assessment tool (OFAT) about science motivation and achievement in second-year students’ university education during four consecutive academic years, 2014 to 2018. A research on the basis of a randomized experimental design was conducted that assigned groups used an OFAT along with various assessments that students participated. A total of 311 students enrolled in the subject take part in the research, respectively 94, 89, 59 and 71 students. Particularly, the OFAT is offering feedback from students, feedback from lecturers and adaptive assignments. Here, data contained student motivation survey data, standardized achievement preand post-test data and students’ log records. The results of multiple tier analyses exposed positive effects about students’ motivation and achievement. Based on usage measurements, students’ intensity offers the positive effects about students’ motivation and achievement. Furthermore, along with overall students’ improved performance, the effects of high-performing students’ achievement were higher. Therefore, the results acquired meaningfully contribute to recover main drawbacks and difficulties of traditional science learning programs.

中文翻译：

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检查在线形成性评估工具 (OFAT) 对大学科学教育学生动机和成就的影响

大学和其他教育机构正在调整其教学框架以适应当前学生的需求，其中要求进行更加个性化的评估。在这种情况下，在线形成性评估（OFAT）受到了极大的关注。近年来，将在线和混合学习应用于高等教育已经扩展并与形成性评估一起变得司空见惯（Hwang & Tsai，2011；Larreamendy-Joerns & Leinhardt，2006；经合组织，2015）。有效和高效的数字教育工具作为一种主动学习方法对教学和学习过程产生影响，并提高了学生在课堂上的积极性和成就（Jeong 等，2017；Ryan & Deci，2000；So，2016）。所以，区分和研究此类工具会影响哪些限制以及如何正确实施这些工具至关重要（González-Gómez 等人，2020 年；Maier，2014 年；So，2016 年）。在线学习工具被视为一种有前途的方式，可以在实证情况下提供各种优势，并通过荟萃分析证明其动机和成就的积极影响（Asarta & Schmidt，2017 年；De Witte 等人，2015 年）。特别是，在线学习工具在形成性评估中的应用和利用能够帮助具有个性化设备的学生，他们可以使用针对学习需要调整的作业（Maier，2016；Sung 等，2016；Tsivitanidou 等， 2016）。此外，反馈作为形成性评估的一个基本因素，可以验证在线形成性评估工具的效果，而讲师和学生可以在教学和学习的段落级别收集各种反馈（Mory，2004；Pape 等，2012；Pilli & Aksu，2013）。为了阐明 OFAT 如何、什么以及是否可以对科学教育的教学和学习质量做出贡献是必要的，由于之前对更复杂的诊断评估的影响的研究很少，这仍然是一个挑战 (Bennett, 2011; De维特等人，2015 年）。其效果因科学课堂中的实施水平而异。特别是，学生在OFAT中的反馈效能已经被研究了几十年，它对教育和指导结果的积极影响已经被David González-Gómez, Jin Su Jeong, Florentina Cañada-Cañada University of Extremadura, Spain 摘要。在线形成性评估仍然具有挑战性，尽管它作为诊断和分析学生在各个教育领域的动机和成就的重要工具而受到越来越多的关注。本研究考察了 2014 年至 2018 年连续四个学年期间在线形成性评估工具 (OFAT) 对大学二年级学生科学动机和成就的影响。指定的小组使用 OFAT 以及学生参与的各种评估。该学科共有311名学生参加了研究，分别为94、89、59和71名学生。特别是，OFAT 提供学生的反馈、讲师的反馈和适应性作业。这里，数据包括学生动机调查数据、标准化成绩前后测数据和学生日志记录。多层次分析的结果揭示了对学生动机和成就的积极影响。基于使用测量，学生的强度对学生的动机和成就产生积极影响。此外，随着学生整体成绩的提高，表现优异的学生成绩的影响也更高。因此，获得的结果有意义地有助于弥补传统科学学习计划的主要缺点和困难。学生的强度对学生的动机和成就有积极的影响。此外，随着学生整体成绩的提高，表现优异的学生成绩的影响也更高。因此，获得的结果有意义地有助于弥补传统科学学习计划的主要缺点和困难。学生的强度对学生的动机和成就有积极的影响。此外，随着学生整体成绩的提高，表现优异的学生成绩的影响也更高。因此，获得的结果有意义地有助于弥补传统科学学习计划的主要缺点和困难。