Integrating Formative Assessment with Adult Learning Theory for Enhanced Digital Learning Platforms

Xi Ruo

doi:10.30560/ier.v8n4p128

Xi Ruo Mongolian State University of Education, Mongolia

DOI: https://doi.org/10.30560/ier.v8n4p128

Keywords: formative assessment, adult learning theory, digital learning platforms, educational technology integration

Abstract

Rapid advances in information technology have transformed education, enabling the proliferation of digital learning platforms (DLPs) that support flexible and diverse learning modalities. Concurrently, the growing demand for adult lifelong learning highlights the need to tailor digital platforms to the unique characteristics of adult learners, including autonomy, experiential grounding, and intrinsic motivation. Formative Assessment (FA), emphasizing continuous feedback and reflective engagement, offers a promising approach to enhancing learning effectiveness. However, existing DLPs often lack systematic integration of FA principles with adult learning theory (ALT), limiting their pedagogical impact. This study proposes the FA–ALT–DLP Integration Model, synthesizing formative assessment practices, adult learning principles, and digital platform affordances. The model operationalizes four key dimensions: supporting learner autonomy, personalizing feedback, leveraging experiential knowledge, and facilitating critical reflection. By aligning pedagogical intent with technological capabilities and adult learner characteristics, the model provides both theoretical insights and practical guidance for optimizing digital platforms. The study contributes to educational research by bridging assessment, adult education, and technology-enhanced learning, and offers actionable strategies for platform designers and educators to foster autonomous, reflective, and transformative learning experiences among adult learners.

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