The Use of Plickers for Formative Assessment of Vocabulary Mastery

Masita, Maya; Fitri, Nur

doi:10.30605/25409190.179

Cited by 6 publications

(12 citation statements)

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“…Therefore, formative assessment is an ongoing procedure that provides learners with constructive timely feedback, helping them achieve their learning goals and enhancing their achievements (Vogt et al, 2020 ). Formative assessment is a helpful technique that can provide students with formative help by evaluating the interactions between assessment and learning (Chan, 2021 ; Masita & Fitri, 2020 ).…”

Section: Review Of the Literaturementioning

confidence: 99%

Formative vs. summative assessment: impacts on academic motivation, attitude toward learning, test anxiety, and self-regulation skill

et al. 2022

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As assessment plays an important role in the process of teaching and learning, this research explored the impacts of formative and summative assessments on academic motivation, attitude toward learning, test anxiety, and self-regulation skill of EFL students in Iran. To fulfill the objectives of this research, 72 Iranian EFL learners were chosen based on the convenience sampling method assigned to two experimental groups (summative group and formative group) and a control group. Then, the groups took the pre-tests of test anxiety, motivation, and self-regulation skill. Then, one experimental group was trained by following the rules of the formative assessment and the other experimental group was taught according to the summative assessment. The control group was instructed without using any preplanned assessment. After a 15-session treatment, the post-tests of the test anxiety, motivation, and self-regulation skill were administered to all groups to assess the impacts of the instruction on their language achievement. Lastly, a questionnaire of attitude was administered to both experimental groups to examine their attitudes towards the impacts of formative and summative assessment on their English learning improvement. The outcomes of one-way ANOVA and Bonferroni tests revealed that both summative and formative assessments were effective but the formative one was more effective on academic motivation, test anxiety, and self-regulation skill. The findings of one sample t-test indicated that the participants had positive attitudes towards summative and formative assessments. Based on the results, it can be concluded that formative assessment is an essential part of teaching that should be used in EFL instructional contexts. The implications of this study can help students to detect their own weaknesses and target areas that need more effort and work.

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Section: Review Of the Literaturementioning

confidence: 99%

Formative vs. summative assessment: impacts on academic motivation, attitude toward learning, test anxiety, and self-regulation skill

et al. 2022

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“…Kent (2019) emphasized that with this application students could perform quick self-evaluations, and teachers could obtain instant assessments as to the topics that the students were good and bad at. Masita and Fitri (2020) found in their study conducted with teachers and students on English teaching that the application could assist formative assessment by providing teachers quickly with student responses and assessment data. They also concluded that it increased student motivation and participation.…”

Section: Discussionmentioning

confidence: 99%

“…Aldır (2014) found in his study conducted on this subject that pre-service teachers did not take the courses related to these contents at a sufficient level during the undergraduate period. In the literature there are studies conducted with secondary school students (Arzfi et al, 2022;Cin Şeker, 2020;Korkmaz et al, 2019;Tuncer & Şimşek, 2019;Yaylak, 2017) and university students (Masita & Fitri, 2020;Mshayisa, 2020;Wood, Brown & Grayson, 2017;Zengin, Bars & Şimşek, 2017) as regards Plickers application.…”

Section: Introductionmentioning

confidence: 99%

“…Buna ilişkin Aldır (2014) yapmış olduğu çalışmada öğretmen adaylarının lisans döneminde bu içeriklere ilişkin dersleri yeterli görmediklerini tespit etmiştir. Alanyazında Plickers uygulamasına ilişkin ortaokul (Arzfi ve arkadaşları, 2022;Cin Şeker, 2020;Korkmaz ve arkadaşları, 2019;Tuncer & Şimşek, 2019;Yaylak, 2017) ve üniversite öğrencileriyle (Masita & Fitri, 2020;Mshayisa, 2020;Wood, Brown ve Grayson, 2017;Zengin, Bars & Şimşek, 2017) Plickers uygulamasına ilişkin görüş ve tutumlarını belirlemeye yönelik çeşitli çalışmalar gerçekleştirilmiştir. Ancak bu çalışma sosyal bilgiler öğretmen adaylarının kendilerinin bir öğrenci olarak Plickers'ı önce öğrenip (derste) daha sonra derste 282 ve arasınavlarında deneyimlemesinin ardından uygulamayı stajer bir öğretmen olarak (Öğretmenlik Uygulaması I dersi kapsamında) ortaokul öğrencilerine uygulamasını içermesi, hem öğretmen adaylarının uygulamaya ilişkin görüşlerinin hem de ortaokul öğrencileri üzerindeki etkilerine ilişkin gözlemlerine yer verilmesi açısından diğer çalışmalardan ayrılmaktadır.…”

Section: Introductionunclassified

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Untitled

2023

TAY Journal

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The purpose of this research is to investigate the level of Empathetic Tendency and Critical Thinking skills of students who were placed/enrolled in the 9th grade after the 2021 High School Entrance Exam (LGS) in the central district of Tokat province and to reveal the relationship between these two variables. In the research, the scanning model was used to reveal the existing situation as it is, and in addition, the relational model was used to determine the relations between the variables examined in the study. The study group consisted of 408 students. It was found that the empathetic tendency levels of 9th-grade students were slightly above average, while their critical thinking skills were below average. Empathetic tendency levels showed a significant difference according to the gender variable, but it did not show a significant difference according to the motherfather attitude variable, it was found that there was no significant relationship between empathetic tendency levels and academic achievement, but there was a negative and low-level significant relationship between empathetic tendency levels and critical thinking skills.

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“…Buna ilişkin Aldır (2014) yapmış olduğu çalışmada öğretmen adaylarının lisans döneminde bu içeriklere ilişkin dersleri yeterli görmediklerini tespit etmiştir. Alanyazında Plickers uygulamasına ilişkin ortaokul (Arzfi ve arkadaşları, 2022;Cin Şeker, 2020;Korkmaz ve arkadaşları, 2019;Tuncer & Şimşek, 2019;Yaylak, 2017) ve üniversite öğrencileriyle (Masita & Fitri, 2020;Mshayisa, 2020;Wood, Brown ve Grayson, 2017;Zengin, Bars & Şimşek, 2017) Plickers uygulamasına ilişkin görüş ve tutumlarını belirlemeye yönelik çeşitli çalışmalar gerçekleştirilmiştir. Ancak bu çalışma sosyal bilgiler öğretmen adaylarının kendilerinin bir öğrenci olarak Plickers'ı önce öğrenip (derste) daha sonra derste ve arasınavlarında deneyimlemesinin ardından uygulamayı stajer bir öğretmen olarak (Öğretmenlik Uygulaması I dersi kapsamında) ortaokul öğrencilerine uygulamasını içermesi, hem öğretmen adaylarının uygulamaya ilişkin görüşlerinin hem de ortaokul öğrencileri üzerindeki etkilerine ilişkin gözlemlerine yer verilmesi açısından diğer çalışmalardan ayrılmaktadır.…”

Section: Introductionunclassified

'Plickers', The Fun State of Assessment and Evaluation: The Experiences of Social Studies Pre-Service Teachers

Öner

2023

TAY Journal

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In COVID-19 pandemic process, teachers paid effort to use Web 2.0 tools to make their classes interactive and more interesting in distance education. Central institutions have also planned and implemented various inservice trainings to support usage of technology by teachers. In the 2021-2022 academic year, distance education was terminated and face-to-face education was readopted. It can be argued that it is not acceptable to return to learning-teaching process in the classrooms without technology after two years of technology-based progress experienced with all the stakeholders of education. For this reason, it is important to make effective use of various web 2.0 tools in face-to-face education in order for students to experience and internalize technology as a teaching tool. In this context, the aim of this study is to reveal the opinions of social studies preservice teachers as regards the Plickers application that they experienced with secondary school students. Document analysis was used in the study. In this context, the reflective texts were used as a data source where 24 pre-service teachers shared their application experiences in the portfolios they prepared in the Information Technologies in Social Studies course. The obtained data were analyzed by document analysis consisting of review, detailed examination and interpretation steps. As a result of the study, it was determined that the preparation and application processes of Plickers were experienced as "easy" and that its advantages outnumber disadvantages.

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The Use of Plickers for Formative Assessment of Vocabulary Mastery

Cited by 6 publications

References 11 publications

Formative vs. summative assessment: impacts on academic motivation, attitude toward learning, test anxiety, and self-regulation skill

Formative vs. summative assessment: impacts on academic motivation, attitude toward learning, test anxiety, and self-regulation skill

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'Plickers', The Fun State of Assessment and Evaluation: The Experiences of Social Studies Pre-Service Teachers

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