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Standardized formative evaluation methods are an amazing way to strengthen the assessment process in classrooms. With their ability to manage and rate evaluations easily, these instruments are particularly suitable for evaluation. I will break down some of the more well-known instruments, primarily Socratic and Kahoot, with an increasing variety of resources to choose from.
In Looney's view, J. Kahoot (2005) is an online evaluation method for the classroom that provides an active learning environment. Its functionality is based on an instructional method for a computerized classroom game. It is used to analyze individual data and modify learning to suit the students, formatively. On the other hand, Looney, J. (2005) explains that Socrative is an online evaluation tool, which involves a room framework. Students are given a code to join the instructor's space to start an assessment.
In both Socratives and Kahoot, students get a prompt feedback on whether their answer was not right or was right. Aside from the students being notified of whether the response given was correct or wrong on their screens, they additionally get a feedback in the matter of why they found the solutions were not right and their position in the class concerning the test work out, which additionally help to challenge the students and create competition. This feature is what makes Kahoot outdo Socratives since students do not instantly get feedback regarding why their answer was wrong. The instructor has to incorporate it into the test, which intermittently may not be spontaneous as it is in Kahoot.Also; Socratives does not give the students the positional criticism in the test and therefore, does not make as much competition as Kahoot does. Moreover, Kahoot edges Socratives in that it is a stage for sharing and coordinated effort by instructors. It is possible for the teacher to impart the Kahoot test they set with different teachers in his or her faculty and beyond. He or she can likewise scan for and change tests made by different instructors identifying with the subject he or she is instructing, consequently giving an open door for joint effort among instructors. However, this social and community highlight is not accessible in Socratives ( Chua, A. Y. 2016).
Naeve A. (2013),argues that, the online-standardized formative assessment gives the instructor a chance to be a facilitator while the students take part in their learning. In Socratives, an educator can set up a test for the students to join the room whenever, even at home, to finish the test. This however limits the prompt effect that could be made from the activity, as a few students will not in any case try to attempt the test. It is, nevertheless, not so in Kahoot in light of the fact that Kahoot test sessions starts and close inside the lesson and gives the instructor the chance to facilitate and evaluate the students. It can in this manner be said that the instructor has more control in the use of Kahoot, which thusly advances the protection and inclusion of the students.
Having discussed these major tools, if a teacher does not find any of the two tools conducive for his or her studens,,another significant tool they can use is Google Forms. As indicated by Holy (2014), Google Forms is an extremely impactful classroom assessment instrument. The instructor can push out various questions through the form using a format of a survey. The student’s response can then be compiled into a spreadsheet for examination, separation and educated instructing. The instructor can likewise join contingent designing into the spreadsheet by adding shaded foundation to the wrong answers so he can within a short time distinguish students that are getting on well and the ones that are battling and will require help.
Assessing the distinctive online formative assessment tools has given me knowledge into the strengths and weaknesses of each of the tools. Kahoot has displayed a great deal of positives over Socratives concerning evaluating the students formatively. Regardless of this reality, Socratives likewise has its own solid points, which I may find relevant for use in my classroom. However, attributable to the way that Kahoot's strengths exceed those of Socratives, Kahoot remains the main formative assessment tool I would use.
Chua, A. Y. (2016). A Formative Evaluation of Rendezvous:. Business Intelligence: Concepts, Methodologies, Tools, and Applications, 632-648. doi:10.4018/978-1-4666-9562-7.ch033
Holy C. (2014) 4 Powerful Formative Assessment Tools for the Chromebook Classroom.
Looney, J. (2005). Formative assessment: improving learning in secondary classrooms. Paris, France: Organisation for Economic Cooperation and Development.
Naeve A. (2013) ‘Technology Enhanced Learning’, International Journal of Technology Enhanced learning. 33(3), pp. 5-6.
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