Assessment and Practice in Educational Sciences 3092-717X 2 Serial Number 6 2024 04 01 Digital Formative Assessment Strategies in Blended Learning Contexts: A Qualitative Case Study Digital Formative Assessment Strategies in Blended Learning Contexts: A Qualitative Case Study 1 9 EN Journal Article 2024 02 14 This study aimed to explore the strategies employed by educators to implement digital formative  assessment in blended learning contexts, focusing on pedagogical intentions, technological affordances,  and professional practices. A qualitative case study design was utilized, involving semi-structured  interviews with 26 educators from secondary and post-secondary institutions in Tehran who have  experience with blended learning. Participants were selected through purposive sampling to ensure  diversity in subject areas and teaching backgrounds. Data collection continued until theoretical saturation  was achieved. All interviews were transcribed verbatim and analyzed using thematic analysis, supported  by Nvivo software to code, organize, and identify patterns in the data. Three main themes emerged from  the analysis: (1) Pedagogical Intentions and Design, emphasizing the alignment of assessments with  learning objectives, differentiation, timely feedback, integration within instructional cycles, and  scaffolding for metacognition; (2) Digital Tools and Technological Affordances, highlighting the  importance of platform functionality, interactive features, data analytics, accessibility, and tool selection  criteria; and (3) Teacher Beliefs and Professional Practices, including attitudes towards digital  assessment, assessment literacy, peer collaboration, implementation challenges, and ethical  considerations. Teachers recognized digital assessment as enhancing personalization, engagement, and  feedback timeliness but also identified challenges such as technological limitations and equity concerns. Digital formative assessment strategies in blended learning environments present significant  opportunities for supporting student learning, fostering metacognitive skills, and providing timely,  actionable feedback. However, effective implementation requires careful alignment with pedagogical  objectives, attention to accessibility and ethical concerns, and robust professional development for  educators. Addressing persistent challenges in technology and equity will be critical for maximizing the  potential of digital formative assessment.

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