Can we flip the formative assessment of students too in flipped classroom?

Ka Wai Gary WONG, Ho Yin CHEUNG

Research output: Contribution to conferencePaper


In the study of flipped classroom, researchers considered the different ways of flipping the didactic lectures (or face-to-face meeting) to video lectures and interactive learning tasks provided for students during the contact hours for the aims of promoting active learning. However, a limited work has studied the potential and challenges of flipping the formative assessment by requiring students to produce their own video presentation as a part of their course requirement under a flipped classroom. In this paper, we aim to describe the affordances of flipping the students’ presentation in a flipped classroom, and our objective is to find out the general perceptions of students in producing their own video presentation as a part of the course assessment. Through online questionnaire, we have surveyed 17 undergraduate students in two general education courses taught under the flipped approach, and the results show that students are competent in producing video presentation and they find it generally favorable. Yet, some students suggested that more interactive elements and technical supports should be included to compensate for the disadvantages of this assessment activity, which can shed some insights for instructors delivering instructions in flipped classroom.
Original languageEnglish
Publication statusPublished - Nov 2015


general education


Wong, G. K. W., & Cheung, H.-y. (2015, November). Can we flip the formative assessment of students too in flipped classroom?. Paper presented at the 23rd International Conference on Computers in Education (ICCE 2015): Transforming education in the big data era, The First World Hotel, Hangzhou, China.


  • Flipped classroom
  • Video presentation
  • General education
  • Quantitative research
  • Formative assessment