Anonymous OBE-Driven Formative Assessment Platform for Classroom in Higher Education

It is a global phenomenon that students tend to keep silent in higher education classrooms. The silence prevents instructors from efficiently knowing whether students have reached the learning objectives. Outcomes-based education (OBE) has attracted the attention of stakeholders. Faculty members have adopted OBE in designing the goals of programs and curricula in higher education. However, little research has studied classroom learning outcomes. This paper demonstrates an anonymous formative assessment platform for classroom instruction in higher education with the OBE paradigm. We tested the system in a compulsory undergraduate course with 41 students (referred to as the large classroom) and an elective post-graduate course with 16 students (the small classroom) during the second semester of 2022. The results show that in both classrooms, more students participated in answering questions with the platform than with traditional methods. The differences in the number of participants are significant between the platform and traditional approaches in large and small classrooms. The platform helps instructors and students clearly understand the learning outcomes. The system facilitates classroom teaching and learning.