<![CDATA[Formative assessment is a continuum process of evaluating students’ performance to enhance students’ learning quality. The shift to full-online learning in pandemics reduces student-lecturer attachments during formative assessment. Therefore, we developed the Online Formative Assessment system (OFAs) based on a self-regulatory learning framework. This study aimed to explore the learning impact of OFAs, such as learning preparation, feedback perception, and self-reflection. We used the mixed method with an exploratory approach. We collected quantitative data from 150 students who experienced OFAs, using 26 questions adapted from AEQ (Assessment Experience Questionnaire) and analyzed by pre-post design (paired-T test). To explore a deeper understanding, we conducted 6 FGDs (N=28). Finally, we analyzed the quantitative and qualitative data sequentially. We found the difference in students’ preparation (p<0.5), feedback perception (p<0.5), and no difference in self-reflection (p>0.5). In Qualitative data, we found three themes as follows: (1) OFAs improve student preparation in learning; 2) Students are aware of being assessed during tutorials; 3) Require more specific and individual written feedback; 4) Lack of self-reflection due to unspecific feedback. These findings represent that learning impact is a complex pathway that online assessment systems can drive. It needs externally driven feedback quality and internally driven factors such as self- reflection skills. However, we found the challenges to improving students' quality feedback and self-reflection skills. This study brings further research on student-lecturer engagement in online formative assessment. DOI : 10.35990/amhs.v1n2.p71-78 REFERENCES Preston, R., Gratani, M., Owens, K., Roche, P., Zimanyi, M., & Aduli, B. M. (2020). 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