The main purpose of this study is to investigate the effects of integration of online learning and assessment in synchronization form (OLASF) on students' learning performance. The study seeks to evaluate how the synchronization content with immediate assessment can affect the knowledge performance of the students. An experimental design with digital formative assessment tools was used to fulfill the research purpose. Participants were 64 undergraduate students enrolled in is introduction to computer and programming (CSC 101) at Qassim University. The students from level five were divided into two-treatment groups: online learning & assessment instruction in Synchronization form using Nearpod, and PowerPoint instruction with traditional form. The experiment was completed within 6 weeks. Formative assessment test was used to access students learning performance after class. Descriptive statistics and a "t-test" were used to analyze the data. Our findings revealed that the use of OLASF was an intrinsic motivation and could be a promising way of enhancing students' learning performance.