Indonesia Conference Directory

In a science education, various formative assessment with online tools and interfaces are gaining an increased attention. It allows science students to be more involved in operational circumstances and to accomplish an enhanced outcome. This study presents a formative assessment with online tools to analyze students- outcomes to check its effect in university flipped science classroom. For the study, a total of 311 students participated with a randomized experimental setting in a general science course during 2014 to 2018. Participants did not have particularly any experiences with online tools of formative assessment: randomization not on the basis of any criteria manipulated and no constrains imposed. To find out the students- outcomes toward the course, the proposed study was managed on diverse assessments along with students participated for the whole curriculum course: feedback of students, data of students- outcome and log files. The results indicate that positive effects on outcome of students. Thus, their positive effects were higher if students used the online tools of formative assessment to a greater extent. Among different levels of students, high-performance students achieved higher outcome and better effect by formative assessments with online tools. Hence, current traditional science learning difficulties and problems could be overcome based on the results attained, which is showing a meaning approach.