Student Response Systems for Formative Assessment: Literature-based Strategies and Findings from a Middle School Implementation

Fuller, Julia S.; Dawson, Kara

doi:10.30935/cedtech/6206

Cited by 14 publications

(6 citation statements)

References 26 publications

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“…At this point, classroom response systems (CRS) which can be applied to large masses, helped to solve this problem. It is possible to give immediate and quality feedback to the students and instructors through CRS (Kay, 2009;Lucke, Keyssner, & Dunn, 2013;Fuller & Dawson, 2017). Within the scope of this research, CRSs are discussed in the context of FA because by nature these systems are used for formative assessment (Beatty, Gerace, Leonard, & Dufresne, 2006).…”

Section: Issn-e: 2148-7456 /© Ijate 2019mentioning

confidence: 99%

Classroom Response Systems as a Formative Assessment Tool: Investigation into Students’ Perceived Usefulness and Behavioural Intention

Şahi̇n

2020

International Journal of Assessment Tools in Education

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Assessments are conducted to determine the effectiveness of learning. One type of these assessments are formative assessment, which aims to fill the gap between the learner's present situation and the desired situation by giving feedback to learners. For this purpose, Classroom Response Systems can be used in large groups. Paper-based tests, Kahoot, Quizizz, and, Plickers were used for formative assessment. Multiple-choice tests can be created for students with these applications. Students can connect to Kahoot and Quizizz applications via any computer, tablet or mobile phones with an internet connection and answer the questions in the test. For the Plickers application, the questions are displayed by the instructor in an area that all students can see. Students indicate their responses by lifting their paper which has QR code. The instructor scans these QR codes with the help of a mobile device and the students' answers are seen directly. In this context, the perceived usefulness and behavioral intention of the students to use different classroom response systems were investigated. The research was conducted with freshman students at a state university and continued for four weeks. Different applications were presented to the students as like that a paper-based test, Kahoot, Quizizz, and Plickers. When the findings were examined, it was found that students noted Kahoot, Quizizz, and Plickers applications were statistically more useful than the paper-based test. Based on these results, it can be said that students prefer to use technology-supported classroom response systems instead of the paper-based test.

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Section: Issn-e: 2148-7456 /© Ijate 2019mentioning

confidence: 99%

Classroom Response Systems as a Formative Assessment Tool: Investigation into Students’ Perceived Usefulness and Behavioural Intention

Şahi̇n

2020

International Journal of Assessment Tools in Education

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“…(Williamson, 2015)For an educator,mastery and knowledge of technology (technological knowledge) is a competency that must be mastered in order to support the improvement of the learning process. (Fuller & Dawson, 2017)Meanwhile,for students, mastery of technology can support the thinking process and mastery of science and technology. (Thomas, 2014)English is the most important language to be learned because English is a foreign language after Bahasa Indonesia.…”

Section: A Background Of the Studymentioning

confidence: 99%

An Analysis Of Students’ Motivation In Teaching And Learning Process By Using Kahoot

Darma¹,

Agus²,

Rosalina³

2022

JoSS

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Kahoot! is a game-based learning platform used to review students’ knowledge, for formative assessment or as a break from traditional classroom activities. Play is a social-centred process, able to boost motivation and promote learning across all levels and ages. With the growing push for creativity in the classroom as well as the application of effective technology in teaching and learning. The key of teaching and learning process affects the students’ motivation as well as the learning goals. This study was carried out to describe an analysis of students’ motivation in learning process by using Kahoot! and to describe Kahoot! is effective to motivate students in learning writing process. This research used qualitative method with the observation and questionnaires as the instruments. It involved about three classes of the second grade students of SMPN 1 Sumber. The Sample was VIII A, VIII B, VIII H consist of 100 students. The data was analyzed descriptively. The findings showed that the result of ARCS (Attention, Relevance, Confidence, and Satisfaction) model of motivation defined the students motivated in learning process by using Kahoot! In addition, the result of the questionnaire Kahoot! was effetive to motivate student in learning writing process.

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“…The most commonly used ones are the student response system (Wang 2015), also known as audience response system (Pettit et al 2015), classroom response system (Kortemeyer 2016), personal response system (Song, Oh, and Glazewski 2017) and learner response system (Wiggins, Sawtell, and Jerrim 2017). These are commonly used with clickers (Jones, Henderson, and Sealover 2009;Fuller and Dawson 2017).…”

Section: The Use Of Digital Technologies In Facilitating Formative Assessmentmentioning

confidence: 99%

Is technology always helpful?: A critical review of the impact on learning outcomes of education technology in supporting formative assessment in schools

See

Gorard

et al. 2021

Research Papers in Education

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While education technology has been widely used in classrooms, and considerable investments have been made to support its use in the UK, the evidence base for many such rapidly changing technologies is weak, and their efficacy is unclear. The aim of this paper is to systematically review and synthesise empirical research on the use of technology in formative assessment, to identify approaches that are effective in improving pupils' learning outcomes. The review involved a search of 11 major databases, and included 55 eligible studies. The results suggest promising evidence that digitally delivered formative assessment could facilitate the learning of maths and reading for young children, but there is no good evidence that it is effective for other subjects, or for older children, or that it is any more effective than formative assessment without technology. The review found no good evidence that learner response systems work in enhancing children's academic attainment, and there is no evidence supporting the effectiveness of such technologies that embed gaming features. Much research in this area is of poor quality. More rigorous studies using causal designs are thus urgently needed. Meantime, there should be no rush to use technology on the basis of improving attainment.

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Student Response Systems for Formative Assessment: Literature-based Strategies and Findings from a Middle School Implementation

Cited by 14 publications

References 26 publications

Classroom Response Systems as a Formative Assessment Tool: Investigation into Students’ Perceived Usefulness and Behavioural Intention

Classroom Response Systems as a Formative Assessment Tool: Investigation into Students’ Perceived Usefulness and Behavioural Intention

An Analysis Of Students’ Motivation In Teaching And Learning Process By Using Kahoot

Is technology always helpful?: A critical review of the impact on learning outcomes of education technology in supporting formative assessment in schools

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