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

Year 2019, Volume: 6 Issue: 4, 693 - 705, 05.01.2020

Muhittin Şahin

https://doi.org/10.21449/ijate.576249

Cited By: 6

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.

Keywords

Formative assessment, Classroom response systems, Perceived usefulness, Behavioral intention

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

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.

Keywords

Formative assessment, Classroom response systems, Perceived usefulness, Behavioral intention

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