Identifying capabilities of formative assessment in virtual learning environments

One of the important issues in all educational systems is assessing and evaluating learner's learning in order to ensure learning and achivement of the desired goals. One of the effective strategies related to constructivism paradigm is formative assessment. Given the specific conditions of virtual learning, it is necessary to rethink on the fundamental issues associated with formative assessment. Accordingly, the present study was conducted to identify capabilities of formative assessment in virtual learning environments. The research method in this study was qualitative content analysis (inductive type). The research community included all related sources and articles indexed in the databases also interviews with virtual learning specialists. Sampling from these sources was done through purposive sampling, 24 papers were analyzed and interviewed with 22 specialists. Finally, the basic issues related to formative assessment, including validity and reliability, as well as its capabilities, including providing immediate and constructive feedback, engaging learners with essential learning processes, promoting educational justice, online self-assessment, peer-to-peer assessment and group work was identified, disccused and reviewed.