Formative assessment has been shown to improve student engagement and learning outcomes across several subject domains in K-12 education. However, its effectiveness within the subject domain of digital tooling remains understudied. This research investigated the effect of computer assisted formative assessment on learning outcomes and behavioral student engagement, with the latter as a potential mediating variable, within the subject domain of digital tooling.

This research conducted a quasi-experiment with 122 second-grade students from a Havo/Vwo high school during a course on Google Spreadsheets. The experimental group had access to a button that let the computer instantly check their homework and provide feedback, while the control group did not. At the end of the course, students in the experimental group completed a questionnaire to share their experiences.

This research found no significant effects of the intervention on behavioral student engagement and learning outcomes, nor was a mediated relationship established. However, students did report several cognitive and metacognitive benefits. Namely: enhanced motivation, enhanced self-regulated learning, enhanced autonomy, feedback that helped them move forward and an improved understanding of the material. On the other hand, they reported some downsides. Namely: increased time consumption, a lack of added value and a lack of feedback quality.

Since this research did not find effects of computer assisted formative assessment similar to those observed in other subject areas, it raises the question of whether the subject domain of digital tooling interacts differently with this type of intervention. Further research with a greater sample size and statistical power is needed to explore this possibility. Future research could investigate which characteristics make this subject domain distinct, in which contexts within digital tooling this type of intervention is most effective and which benefits it should aim to provide.