The present study aims to display how using a personal assessment environment based on the interactive Kahoot! platform actively supports the teaching–learning process. The goal is to improve the instructive–educational process by applying a learning platform based on play and digital technology that favors a qualitative educational endeavor. The use of the Kahoot! platform as form of assessment had a significant and direct positive effect on the educational process during the COVID-19 pandemic.

Progress in schooling using competence-based teaching for students is a priority in setting up a quality-centered educational process. Thus, using ICT tools as teaching–learning techniques represents an important objective in reaching scholastic performance and the capacity to offer students various experiences in teaching. Starting with an analysis of research on integrating ICT tools in the educational environment, this study is aimed at presenting teaching opportunities for all students, seeing education through the lens of those instruments specific to a secondary school level, referencing the subject of geography. The applied research design includes mixed methods applied to a total of 674 students, based on results received before and after a written evaluation, to determine the level of knowledge of the students. The present study evaluates the learning environment in which a successful and practical integration of ICT tools is anticipated in the teaching and learning process, from the perspective of the comparative measurement of the impact on the tests, resulting from the formative assessment. The conducted experiment and the Google Forms questionnaires suggest, through the degree of involvement of all students, how technology can facilitate the teaching–learning process. The results showed that there are statistically significant differences between the experimental and the control group, and that information and communication technologies (ICT) represent an important tool for improving performance and developing participatory skills, having the ability to provide students with positive results.

"Assessment of Geography Teaching-Learning Process Through Game, in Pre-University Education. A general problem recognized in the educational process is the need to identify the manner in which the teacher, as the factor with the greatest influence on learning, increases the students' school performance. The creation of a tool in the form of an interactive website, using types of languages to improve an easy understanding of learning, the formation of specific competences and the students’ enhanced motivation for study are the objectives of this study. This study evaluates the teaching-learning system through its own created game, using certain types of computer languages: HTML, CSS and JavaScript, from the perspective of measuring the impact of the effect on tests in the formative assessment sequence of students, compared to other teaching-learning methods. The experiment, observations, performance analysis and qualitative Google Forms questionnaires, suggested a high degree of student engagement and how game technology can facilitate teaching. As the results have shown that there is a strong difference between experimental and control groups, it indicates that educational play has had a positive impact on learning and increasing students' interest, confirming the advantages of learning through play. The teaching-learning model can be extended to use at national and international level. Keywords: teaching-learning through game; Geography; Google Forms; HTML computer language; CSS and JavaScript. "

The pre-university educational system should be based on an educational approach in which the teaching, learning and evaluation methods aim to turn the student into an active agent in the learning process. This study is an attempt to evaluate the use of a personal learning environment based on the Google application - the Forms tool to support teaching and learning in the teaching-learning direction sequence, identifying the effects by calculating the magnitude of tests. The results showed that students who benefited from the teaching-learning model with the Google Forms tool registered better results in evaluation.

During the COVID-19 pandemic, pre-university education was organized either on a new online model or on a traditional model, carried out on a series of educational learning platforms and using various open educational resources. Taking as a starting point the research published worldwide about the educational process during the pandemic period, we present and discuss the similarities and differences regarding the educational process of learning-assessment at the pre-university level, with reference to the subject of geography. To achieve our goal, we conducted a review of the literature on articles dealing with traditional pre-university education and the online model during the pandemic, taking into account our personal teaching-learning-assessment experience on this topic, as well as the perception of teachers. This study comparatively evaluates the students' learning about the results obtained in the two teaching-learning-assessment models and the perspective of the teachers through a survey of their reflection on the experiences of the pandemic period, identifying the causes, effects and solutions. The observations of the experiment and the analysis of the questionnaire showed significant similarities and differences between the scores obtained by the students and how the learning platforms can facilitate teaching and learning. This study discusses the implications and proposes suggestions for further research on these findings.