Digital Assessment Resources in Primary and Secondary School Classrooms: Teachers’ Use and Perceptions

Abstract

<p>This short article reports on teachers’ use and perception of digital assessment recourses in primary school classroom. A total of eighteen primary school teachers participated in the study where they were asked to experience of using Kahoot and ZipGrade as digital assessment resources. Self-reflection survey was distributed to the teacher participants to capture their attitude and perception about the two applications. Findings revealed that teachers were positive towards the application of two assessment technology in classroom practice. The findings highlighted some factors that encouraged teachers to use Kahoot! and ZipGrade as digital assessment tools including the creation of fun learning environment, practicality, automated scoring and direct feedback. Despite these benefits, two critical challenges were addressed by teachers when incorporating the digital application at school such as the school context as well as teachers.</p>

Öğretmen Adaylarının Web 2.0 Araçlarını Uygulama Süreci ve Öğretim Ortamlarında Kullanımına Yönelik Görüşleri

“…Additionally, participants also mentioned that the softwares could adversely affect classroom management in large classes and that problems could stem from teachers' lack of knowledge on how to use the softwares. These findings are corroborated by the findings of previous studies in the literature (Demirkan et al, 2017;Gürışık, 2018;Ningsih & Mulyono, 2019;Saracoğlu & Kocabatmaz, 2019;Zengin et al, 2017).…”

“…With regard to instructional enrichment, PTs stated that the Web 2.0 tools used during their exercises offered several benefits, like effectively engaged the entire class and promoted active learning, transformed classes into games, supported learning, allowed for self-assessment, increased performance, helped reinforce learning, provided opportunities to work as groups, strengthened communication between students, and improved knowledge retention. Similar results were found in other studies (Beatty et al, 2006;Demirkan et al, 2017;Elmahdi et al, 2018;Gürışık, 2018;Martyn, 2007;McCabe, 2006;Ningsih & Mulyono, 2019;Saracoğlu & Kocabatmaz, 2019;Van de Walle, 2016). Eyal (2012), in a similar vein, found that digital environments encouraged learning and self-assessment and that the research tasks presented to them increased their sense of responsibility.…”

“…For example, PTs stated that Kahoot placed a restriction on the maximum number of characters one could use, that they experienced problems related to students' using QR codes when using Plickers, and that Edmodo was a difficult software to use. These limitations were also observed in previous studies conducted both with teachers and PTs (Demirkan et al, 2017;Elmahdi et al, 2018;Gürışık, 2018;Ningsih & Mulyono, 2019;Saracoğlu & Kocabatmaz, 2019;Zengin et al, 2017).…”

“…Considering the findings, it may be concluded that PTs had generally positive opinions toward the applications and programs. Several studies in the literature support this specific finding (Al-Said, 2015;Çankaya et al, 2013;Demirkan et al, 2017;Elmahdi et al, 2018;Gürışık, 2018;Ningsih & Mulyono, 2019;Royer, 2016;Zengin et al, 2017). In the light of the results of the study, in order to contribute to the preservice professional development of preservice teachers who are studying in other programs, activities that involve intensive interaction with students and Web 2.0 tools can be introduced and applications for their use in the classroom can be recommended.…”

Technology-enhanced formative assessment in higher education: A voice from Indonesian EFL teachers

“…The capacity of technology in obtaining and processing extensive data swiftly helps teachers reduce their workload in undergoing formative assessment practice (Dalby & Swan, 2019;Ningsih & Mulyono, 2019). Digital technology also imparts automated feedback to students' work in which they can independently reflect their learning progress.…”