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

Main Article Content

Muhittin Şahin https://orcid.org/0000-0002-9462-1953

Abstract

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.

Article Details

How to Cite
Şahin, M. (2019). Classroom Response Systems as a Formative Assessment Tool: Investigation into Students’ Perceived Usefulness and Behavioural Intention. International Journal of Assessment Tools in Education, 6(4), 693-705. Retrieved from http://ijate.net/index.php/ijate/article/view/809
Section
IJATE_Articles
Author Biography

Muhittin Şahin, Ege University

Department of Computer Education and Instructional Technology, Ege University, 35040, Izmir, Turkey

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