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

Autor/in	Sahin, Muhittin
Titel	Classroom Response Systems as a Formative Assessment Tool: Investigation into Students' Perceived Usefulness and Behavioural Intention
Quelle	In: International Journal of Assessment Tools in Education, 6 (2019) 4, S.693-705 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Sahin, Muhittin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2148-7456
Schlagwörter	Audience Response Systems; Formative Evaluation; College Freshmen; Student Attitudes; Student Behavior; Intention; Computer Uses in Education; Computer Oriented Programs + Suchen Sie Ihr Suchwort? Studienanfänger; Schülerverhalten; Student behaviour; Computernutzung; Computerprogramm
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. (As Provided).
Anmerkungen	International Journal of Assessment Tools in Education. Pamukkale University, Faculty of Education, Kinikli Campus, Denizli 20070, Turkey. e-mail: ijate.editor@gmail.com; Web site: https://ijate.net/index.php/ijate
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01