Connecting formative assessment and instruction based on learning outcomes for blended learning model in higher education

A key theme in contemporary higher education is how assessment can be constructed so as to maximize opportunities for grownth and meaningful student learning. As each educational system measures learning through multiple and diverse assessments, including formative assessment. In addition, blended learning (B-learning) is developing rapidly in academic. It is one of the ‘hot’ trends of education. This paper shows the evidence to convince audiences that with learner – oriented approach, foscusing on learning outcomes, there is a close and flexible connection between formative assessment and instruction in B – learning model.