Author(s)

Tingting Peng ¹

Affiliation(s)

¹ School of Humanities and Education, Guangzhou Huanan Business College, No. 300, Changyaoling Changxue Road, Zhongluotan Town, Baiyun District, Guangzhou, 510550, China

Corresponding Author

Tingting Peng

ABSTRACT

This study examined the effectiveness of online formative assessment in vocational college English teaching, comparing it to traditional methods. Using a case study approach at Guangzhou Huanan Business College, it analyzed student performance in online and face-to-face courses during the 2022-2023 academic year. The results showed that online formative assessment significantly outperformed traditional methods in in-class, final exam, and GPA gradings. Female students excelled in in-class grading, while males had a slight edge in final exam grading, with no significant difference in GPA. Experienced teachers positively influenced final exam performance, and medicine majors outperformed computer science majors in the online mode. This study suggests that adopting online formative assessment, prompted by the pandemic-induced shift to remote learning, led to better student outcomes compared to traditional face-to-face instruction post-pandemic, offering valuable insights for educational practices and policies in the post-pandemic era.

KEYWORDS

Online formative assessment, vocational college English teaching, student performance, post-pandemic era, educational practices

CITE THIS PAPER

Tingting Peng, Exploring the impact of online formative assessment on student performance in vocational college english teaching: Insights from a post-pandemic era. Curriculum and Teaching Methodology (2025) Vol. 8: 79-86. DOI: http://dx.doi.org/10.23977/curtm.2025.080311.

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• Advances in Educational Technology and Psychology
  
  
• Transactions on Comparative Education
  
  
• Applied & Educational Psychology
  
  
• Advances in Vocational and Technical Education
  
  
• Adult and Higher Education