email@example.com, Cumhuriyet University
firstname.lastname@example.org, Cumhuriyet University
As blended and online courses are becoming more prevalent in the current pedagogical landscape, there is need for research to investigate how digital tools might help teachers embed assessment in instructional practices. This qualitative study explores the use of interactive video tools and online quiz software in providing 35 Turkish-L1 learners of English with formative feedback to assess listening comprehension. The learners were given listening comprehension tasks, in which they were to watch videos with interactive elements that test comprehension and help promote deeper understanding. Instant feedback and detailed test statistics guided further work, particularly to promote dialogue and discussion on poorly answered questions. To ensure triangulation, qualitative data were collected through document analysis, screen-recording, reflective journals and interviews. Following a grounded theory approach to qualitative coding, the data are to be coded and analyzed using NVivo v10, and external auditing along with member checking processes will help increase the credibility of the data. The results will provide us with a deeper understanding of the dynamics of using online tools for embedding assessment into instructional processes.
formative assessment, interactive videos, listening comprehension