Exploring the Influencing Factors and Validity of Formative Assessment in Online Learning

Online learning is increasingly popular as the pandemic spreads around the globe. This shift in learning preferences presents opportunities and difficulties for the assessment of learning. As a method of assessment used throughout the learning process, formative assessment can encourage students' interest in learning, enhance learning outcomes, support teachers' strategic planning and maximize teaching results. However, the effectiveness of online formative assessment has been questioned. This study uses a qualitative research methodology based on Grounded Theory to analyze the validity of formative assessment in online learning by examining the factors unique to online learning that affect it. After reviewing previous studies and interviewing 45 online learners, this paper three-level-coded the sources and analyzed them. Findings show that the validity is influenced by the lack of functional alienation caused by the effects of the subject's emotional game and adaptability, objective environment and technology and poor interaction. To help implement formative assessment in real classroom practices, two models were established based on the findings, namely the Formative Assessment Model (FAM) and Online Formative Assessment Validity Model (OFAV). This study asks about the influence factors and explores how much the validity of formative assessment shows in online practice, and provides new feasible ideas and suggestions for the future development of the field of educational assessment

The genuine unitary dual of complex spin groups

In this manuscript, we give a classification of all irreducible, unitary representations of complex spin groups.Comment: 65 page

Robust Stability Analysis and Synthesis for Switched Discrete-Time Systems with Time Delay

The problems of robust stability analysis and synthesis for a class of uncertain switched time-delay systems with polytopic type uncertainties are addressed. Based on the constructive use of an appropriate switched Lyapunov function, sufficient linear matrix inequalities (LMIs) conditions are investigated to make such systems a uniform quadratic stability with an L2-gain smaller than a given constant level. System synthesis is to design switched feedback schemes, whether based on state, output measurements, or by using dynamic output feedback, to guarantee that the corresponding closed-loop system satisfies the LMIs conditions. Two numerical examples are provided that demonstrate the efficiency of this approach

A Qualitative Study on the Model of Factors Influencing Online Interactivity and Student Learning Engagement in the Post-Pandemic Era

In the post-pandemic era, online education model has become the new standard in the field of higher education, the interactivity and student learning engagement in online classrooms in higher education has become a major concern for scholars. Using thematic analysis in qualitative research, this study conducted in-depth interviews with respondents to understand the status of interactive strategies used by instructors and students’ learning engagement during online learning in higher education institutions in Macao, and to explore other factors that influence interactivity and students’ online classroom engagement. Through coding and analysis of interview data, this study found that information technology factors in online classroom instruction in the post-pandemic era affect students’ online learning motivation, self-control ability, and formative assessment in the online classroom. Also, online formative assessment, students’ online learning motivation, and their self-control ability could influence students’ online learning engagement. Based on the findings of the study, this paper proposes recommendations for improving classroom interactivity and student learning engagement in online higher education in the post-pandemic era