[1] Aulakh, K., Roul, R. K., & Kaushal, M. (2023). E-learning enhancement through educational data mining with COVID-19 outbreak period in backdrop: A review. International Journal of Educational Development, 101, 1-17. https://doi. org/10.1016/j.ijedudev.2023.102814
[2] Bin Mubayrik, H. F. (2020). New trends in formative-summative evaluations education. for adult SAGE, 10(3), 1-13. https://doi. org/10.1177/2158244020941006
[3] Basilotta-Gómez-Pablos, V., Matarranz, M., Casado Aranda, L. A., Otto, A., & García-Peñalvo, F. J. (2022). Teachers’ digital competencies in higher education: A systematic literature review. International Journal of Educational Technology in Higher Education, 19, Article 8. https://doi. org/10.1186/s41239-021-00312-8
[4] Blanco, M., & Ginovart, M. (2012). On how Moodle quizzes can contribute to the formative e-assessment of first-year engineering students in mathematics courses. Universities and Knowledge Society Journal, 9, 354–370. https://doi.org/10.7238/rusc. v9i1.1277
[5] Brinkmann, S. (2018). The interview. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative research (5th ed., pp. 995-1038). SAGE.
[6] Brown, H. D., & Abeywickrama, P. (2019). Language assessment: Principles and classroom practices (3rd ed.). Pearson.
[7] Boitshwarelo, B., Reedy, A. K., & Billany, T. (2017). Envisioning the use of online tests in assessing twenty-first century learning: A literature review. Research and Practice in Technology Enhanced Learning, 12, Article 16. https://doi.org/10.1186/ s41039-017-0055-7
[8] Chen, L.-L., & Chen, C.-M. (2023). Formative e-assessment design in online learning environments. International Journal of Education, 15(1), 36-49. https://doi.org/10.5296/ije. v15i1.20580
[9] Chen, L., Chen, P., & Lin, Z. (2020). Artificial intelligence in education: A review. IEEE Access, 8, 75264–75278. https://doi.org/10.1109/ access.2020.2988510
[10] Christiana, M. (2025). Washback in language testing: A literature review of positive and negative influences on teaching and learning. Jurnal Pendidikan Bahasa, 15(3), 397-402. https://doi.org/10.37630/ jpb.v15i3.3416
[11] Christodoulou, M. (2025). Grounded theory as a framework for explanatory sequential mixed method design, an example from educational research. Quality & Quantity, 59, 5557–5573. https://doi.org/10.1007/s11135-025-02214-7
[12] Corwin, B. Z., & Harper, J. (2024). Interviews: Processes, strategies, and reflections. In E. J. Edlund & L. A. Nichols (Eds.), The Cambridge handbook of research methods and statistics for the social and behavioral sciences, 2 (pp. 591 615). Cambridge University Press. https://doi. org/10.1017/9781009000796.025
[13] Cotton, D. R. E., Cotton, P. A., & Shipway, J. R. (2024). Chatting and cheating: Ensuring academic integrity in the era of ChatGPT. Innovations in Education and Teaching International, 61(2), 228–239. https://doi.org/10.1080/14703297.2023.2190148
[14] Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE.
[15] Dave, K., & Mitchell, K. (2025). Enhancing flexible assessment through ePortfolios: A scholarly examination. Journal of University Teaching and Learning Practice, 22(3), 1-17. https://doi. org/10.53761/wearsf41
[16] De Villiers, R., Scott-Kennel, J., & Larke, R. (2016). Principles of effective e-assessment: A proposed framework. Journal of International Business Education, 11, 65-92. https://www.neilsonjournals. com/JIBE/abstractjibe11devilliersetal.html
[17] Denzin, N. K. (2014). Writing and/as analysis or performing the world. In U. Flick (Ed.), The SAGE handbook of qualitative data analysis (pp. 569-584). SAGE. https://doi.org/10.4135/9781446282243
[18] Fraser, G. (2024). Open-ended survey questions. In E. J. Edlund & L. A. Nichols (Eds.), The Cambridge handbook of research methods and statistics for the social and behavioral sciences, 2 (pp. 546 570). Cambridge University Press. https://doi. org/10.1017/9781009000796.025
[19] Gün-tosik, E., Atasoy, B., & Yüksel, A. O. (2023). The role of ePortfolios in formative assessment: A systematic literature review. Journal of Measurement and Evaluation in Education and Psychology, 14, 299-319. https://doi.org/10.21031/ epod.1276063
[20] Hagvall Svensson, O., Adawi, T., & Johansson, A. (2022). Authenticity work in higher education learning environments: A double-edged sword? Higher Education, 84, 67–84. https://doi. org/10.1007/s10734-021-00753-0
[21] Hai, N. V. (2022). Vietnamese English teachers’ views on formative assessment management and suggestions to improve student motivation. Linguistics and Culture Review, 6(1), 363-379. https://doi.org/10.21744/lingcure.v6nS1.2054
[22] Hung, C. T., Wu, S. E., Chen, Y. H., & Chen, P. J. (2024). The evaluation of synchronous and asynchronous online learning: Student experience, learning outcomes, and cognitive load. BMC Medical Education, 24, 326. https://doi. org/10.1186/s12909-024-05311-7
[23] Jamalludin, S., & Romli, A. (2023). Research on a learner assessment model in online learning for higher education. In M. Koc, O. T. Ozturk, & M. L. Ciddi (Eds.), Proceedings of ICRES 2023 International Conference on Research in Education and Science (pp. 573-587). ISTES Organization. https://files. eric.ed.gov/fulltext/ED654721.pdf
[24] Kearns, L. R. (2012). Student assessment in online learning: Challenges and effective practices. Journal of Online Learning and Teaching, 8(3), 198-208. https://jolt.merlot.org/vol8no3/ kearns_0912.pdf
[25] Laato, S., & Murtonen, M. (2020). Improving synchrony in small group asynchronous online discussions. Advances in Intelligent Systems and Computing, 1161, 215-224. https://doi.org/10.1007/978-3-030 45697-9_21
[26] Lei, W., & Lei, Z. (2026). Formative assessment literacy: A systematic review. Language Testing Asia, 16(7), 1-18. https://doi.org/10.1186/s40468-025-00418-0
[27] Maleki, A., Khodabakhshzadeh, H., Zeraatpishe, M., & Heidari, F. (2025). Development and validation of the online formative assessment validity scale (OFAVS) in EFL contexts. Discover Sustainability, 6, Article 471. https://doi.org/10.1007/s43621-025 01336-0
[28] Ma, M., Ng, T. K. D., Liu, Z., Lin, J., & Wong, K. W. G. (2025). Why don’t teachers teach AI ethics? Understanding teachers’ beliefs and intentions in Chinese AI curriculum implementation through the theory of planned behaviour. Computers and Education: Artificial Intelligence, 9, Article 100518, 1-13. https://doi.org/10.1016/j.caeai.2025.100518
[29] Mellar, H., Peytcheva-Forsyth, R., Kocdar, S., Karadeniz, A., & Yovkova, B. (2018). Addressing cheating in e-assessment using student authentication and authorship checking systems: Teachers’ perspectives. International Journal for Educational Integrity, 14(2), 1-21. https://doi. org/10.1007/s40979-018-0025-x
[30] McCallum, S., & Milner, M. M. (2020). The effectiveness of formative assessment: Student views and staff reflections. Assessment & Evaluation in Higher Education, 46(1), 1-16. https://doi.org/10.1080/02 602938.2020.1754761
[31] Ministry of Education and Training. (2023). Promulgation of regulations on distance education at the tertiary level, Circular No. 28/2023/TT-BGDĐT [Ban hành quy chế đào tạo từ xa trình độ đại học QĐ 28/2023/ TT-BGDĐT]. https://thuvienphapluat.vn/van-ban/ Giao-duc/Thong-tu-28-2023-TT-BGDDT-Quy che-dao-tao-tu-xa-trinh-do-dai-hoc-593889.aspx
[32] Mohammed, R. A., & Mashkhal, A. S. (2023). Evaluating online assessment strategies: A systematic review of reliability and validity in e-learning environments. North American Academic Research, 6(12), 1-18. https://doi.org/10.5281/zenodo.10407361
[33] Mulisa, F. (2022). Sampling techniques involving human subjects: Applications, pitfalls, and suggestions for further studies. International Journal of Academic Research in Education, 8(1), 74-83. https://doi. org/10.17985/ijare.1225214
[34] Naeem, M., Ozuem, W., Howell, K., & Ranfagni, S. (2023). A step-by-step process of thematic analysis to develop a conceptual model in qualitative research. International Journal of Qualitative Methods, 22, 1-18. https://doi.org/10.1177/16094069231205789
[35] Narreddy, C., Joordens, S., & Prompiengchai, S. (2025). Harnessing large language models for scalable and effective formative assessment in higher education: A review. Trends in Higher Education, 4, Article 65, 1-27. https://doi.org/10.3390/higheredu4040065
[36] Nartgün, Z., & Kennedy, E. (2024). Cheating in higher education in the age of artificial intelligence. International Journal on Lifelong Education and Leadership, 10(2), 47-54. https://doi.org/10.25233/ ijlel.1553831
[37] Ngema, D. (2024). A critical review of the purposes and authenticity of e-assessment policies and practices. In M. L. Mokhele-Makgalwa et al. (Eds.), Proceedings of the 40th AEAA Annual Conference on reimagining educational assessment in the age of multiple dimensions of learning in a global society. ERRCD Forum. https://doi.org/10.38140/ obp2-2024-10
[38] Nhu, H. B., & Tin, D. T. (2019). Impacts of online formative assessment on EFL students’ writing achievement. Ho Chi Minh City Open University Journal of Science - Social Sciences, 9(1), 55 69. https://doi.org/10.46223/HCMCOUJS.soci. en.9.1.271
[39] Orsi, M., & Juliano, L. (2021). Impact of formative e-assessment on attendance. Journal of Higher Education Theory and Practice, 21(15), 218-224. https://doi.org/10.33423/jhetp.v21i15.4904
[40] Pacheler, N., Daly, C., Mor, Y., & Mellar, H. (2010). Formative e-assessment: Practitioner cases. Computers & Education, 54(3), 715-721. https:// doi.org/10.1016/j.compedu.2009.09.032
[41] Padayachee, P., Wagner-Welsh, S., & Johannes, H. (2018). Online assessment in Moodle: A framework for supporting our students. South African Journal of Higher Education, 32(5), 211-235. https://doi. org/10.20853/32-5-2599
[42] Pordanjani, A. Z., & Salehi, K. (2025). Limitations of electronic assessment: A systematic review. Quanta Research, 3(1), 111–130. https://doi.org/10.15157/ QR.2025.3.1.111-130
[43] Prendes-Espinosa, M. P., Gutierrez-Porlan, I., & Garcia Tudela, P. A. (2021). Collaborative work in higher education: Tools and strategies to implement the e-assessment. In R. Babo, N. Dey, & A. S. Ashour (Eds.), Workgroups e-assessment: Planning, implementing and analysing frameworks. Springer. https://doi.org/10.1007/978-981-15-9908-8_3
[44] Prendes-Espinosa, P., García-Tudela, P. A., & Gutiérrez Porlán, I. (2022). Formative e-assessment: A qualitative study based on master’s degrees. International Education Studies, 15(2), 1-13. https://doi.org/10.5539/ies.v15n2p1
[45] Polaris Market Research Analysis. (2022). E-learning market share, size, trends, industry analysis report, 2022 – 2030. https://www.polarismarketresearch. com/industry-analysis/e-learning-market
[46] Romeu Fontanillas, T., Romero Carbonell, M., & Guitert Catasús, M. (2016). E-assessment process: Giving a voice to online learners. International Journal of Educational Technology in Higher Education, 13(20), 1-40. https://doi.org/10.1186/s41239-016 0019-9
[47] Sarıgoz, O. (2023). Teachers’ opinions on using web based e-assessment and evaluation applications in education. Problems of Education in the 21st Century, 81(1), 117-129. https://doi.org/10.33225/ pec/23.81.117
[48] Say, R., Visentin, D., Cummings, E., Carr, A., & King, C. (2022). Formative online multiple-choice tests in nurse education: An integrative review. Nurse Education in Practice, 58, Article 103262. https:// doi.org/10.1016/j.nepr.2021.103262
[49] Singh, V., & Thurman, A. (2019). How many ways can we define online learning? A systematic literature review of definitions of online learning (1988 2018). American Journal of Distance Education, 33(4), 289–306. https://doi.org/10.1080/08923647 .2019.1663082
[50] Trinh, N. M. T., & Trinh, N. B. (2023). Undergraduates’ perceptions of online assessment in tertiary education: A case study at Tra Vinh university, Vietnam. Journal of Contemporary Educational Policies and Practices, 7(3), 357–364. https://doi. org/10.52296/vje.2023.340
[51] Vo, T. K. A. (2023). E-exams in Vietnam’s higher education: Students’ computer efficacy and attitudes. AsiaCALL Online Journal, 14(2), 62-79. https://doi.org/10.54855/acoj.231425
[52] Wahas, Y. M. A., & Syed, A. J. A. (2024). E-assessment challenges during e-learning in higher education: A case study. Education and Information Technologies, 29(11), 14431-14450. https://doi. org/10.1007/s10639-023-12421-0
[53] Webb, M. E., Prasse, D., Phillips, M., Kadijevich, D. M., Angeli, C., Strijker, A., Carvalho, A. A., Andresen, B., Dobozy, E., & Laugesen, H. (2018). Challenges for IT-enabled formative assessment of complex 21st century skills. Technology, Knowledge and Learning, 23, 441–456. https://doi.org/10.1007/ s10758-018-9379-7
[54] Yambi, T. (2018). Assessment and evaluation in education. University Federal do Rio de Janeiro.
[55] Yan, S., Jiang, L., Zuo, Z., An, L., & Wang, L. (2025). Unravelling and rectifying the free-riding behaviour among students in university flipped classrooms: A uninorm DEMATEL method. Frontiers in Psychology, 16, Article 1617001. https://doi. org/10.3389/fpsyg.2025.1617001
[56] Yan, Z., Xiao, Y., Sin, K.-F., Yang, L., & Guo, W.-Y. (2021). Formative assessment practices in special school classrooms with the support of e-books: A case study. Frontiers in Education, 6, Article 674869. https://doi.org/10.3389/feduc.2021.674869
[57] Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education – where are the educators? International Journal of Educational Technology in Higher Education, 16, Article 39. https://doi.org/10.1186/ s41239-019-0171-0

