Towards the implementation of an assessment-centred blended learning framework at the course level: A case study in a Vietnamese national university

Purpose The purpose of this paper is to build an assessment-centred blended learning (BL) framework to assess learners, to analyse and to evaluate the impact of the technology support in the form of formative assessment in students’ positive learning. Design/methodology/approach This research proposed an assessment-centred BL framework at the course level to support formative assessment in students by designing a variety of online learning activities combined with e-assessment tools of learning management system (LMS) to analyse and evaluate the impact of the technology application in the form of formative assessment student learning initiative. The author has tested this model in five years with more than 200 courses. Findings Experimental results have shown that formative assessment evaluation form is more efficient when supported by technology such as LMS. Originality/value This research proposed an assessment-centred BL framework at the course level by using LMS tools combined with traditional teaching.