Formative assessment in maritime simulator-based higher education

Abstract

Assessment in maritime simulator-based education has traditionally been informal and subjective based on instructor experience. Recent research suggests that a more objective and formal approach could be benefcial. Formative assessment has attracted signifcant attention from higher education institutions. Thus, this study aimed to examine the current practice of formative assessment in maritime simulator-based education, with a special emphasis on simulator instructors’ teaching methods. A qualitative approach with observations and interviews was used in the study since it could provide deep insights into educators’ motivations and understandings of how to meet the educational needs of their students. The findings inform the formative assessment strategies may explicitly enhance maritime education.