DIALOGIC DIGITAL FORMATIVE ASSESSMENT AND FEEDBACK LITERACY IN THE S2 PAI PROGRAM AT UNZAH

Abstract

This article develops a dialogic digital formative assessment framework for the Master’s Program in Islamic Religious Education (S2 PAI) at Universitas Islam Zainul Hasan Genggong. The central problem is that digital assessment is often limited to online quizzes and rapid scoring, while graduate learning requires sustained interpretation, revision, scholarly dialogue, and self-regulation. Through qualitative descriptive library research, the study integrates formative assessment, feedback literacy, evaluative judgement, peer assessment, and digital learning literature. The findings show that effective digital formative assessment should operate as a recurring cycle of eliciting evidence, interpreting learning gaps, conducting feedback dialogue, revising work, and documenting improvement. Appropriate practices include diagnostic concept maps, annotated reading responses, micro-arguments, peer review, audio feedback, rubric-based self-assessment, and feedforward plans. Digital platforms are valuable when they make learning visible and support timely interaction, but they may produce superficial participation if tasks, criteria, and follow-up are weak. The proposed framework assigns active roles to lecturers and students: lecturers design evidence-rich tasks and feedback environments, while students learn to appreciate, interpret, judge, and act on feedback. The study contributes a graduate PAI assessment model that combines technology with dialogic academic culture and reflective responsibility.