Evaluation of Online Formative Assessmen

RESEARCH PAPER:
TECHNOLOGY ENHANCED LEARNING

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Evaluation of Online Formative Assessment in the
Classroom: A Comparative Case Study of Kahoot and
Socratives.
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Festus Olatoye
February 2015
TEL Assignment, u1324465
ABSTRACT
The main aim of this research is to demonstrate the positive impact of online formative
assessment using Kahoot in my classroom. I have come to realise the importance of
assessment for learning in order to monitor where my pupils are in their learning and to know
how to stretch and challenge them to go further on the learning curve. The online assessment
tool I will be researching into is Kahoot. I have chosen Kahoot because I had used it severally
in my lessons to assess and monitor my pupils progress. The impact of this tool on my pupils
has been tremendous. One obvious impact in my lessons where I have used Kahoot is the
increased student engagement and motivation to learn and challenge themselves. Apart from
the fact that kahoot is a very effective online assessment tool, it also has brought a
gamification dimension to live in my class. It has created an atmosphere of competition
among my students, which is a very good thing to see in the classroom really. This report will
be detailing the evidence of how I have used Kahoot in my lessons and the learning outcomes
this has generated. I will also be providing a demonstration of how I have used the assessment
data generated from Kahoot to understand my pupils strength and weaknesses.
Understanding their strength and weaknesses has helped me to be better able to differentiate
my lessons and deliver lessons that meet individual pupils need.
The learning and pedagogic theory supported by Kahoot is that of cognitive connectivism.
This is because Kahoot gives the teacher an opportunity to be a facilitator, who is
pedagogically aware, creates opportunities for pupils to progress and constantly monitors the
outcome. On the other hand, it gives the pupils the opportunity to connect learning activity
through technology to the actual learning taking place in the class.
ACKNOWLEDGEMENT
I will like to appreciate my tutor, David Well, and all the entire staff of the CASS school of
education for their support and encouragement throughout the PGCE year.
TABLE OF CONTENT
Contents
CHAPTER ONE ............................................................................................................................ 7
1.1 INTRODUCTION ........................................................................................................... 7
1.2 AIM AND OBJECTIVES .................................................................................................. 7
1.2.2 OBJECTIVES .............................................................................................................. 7
1.3 JUSTIFICATION ............................................................................................................. 8
CHAPTER TWO ........................................................................................................................... 9
2.0 LITERATUE REVIEW ..................................................................................................... 9
2.1 FORMATIVE ASSESSMENTS ......................................................................................... 9
2.2 HISTORY OF FORMATIVE ASSESSMENT IN THE UK ................................................... 10
2.3 Technology Enhanced Learning ................................................................................ 11
2.4 GAMIFICATION IN THE CLASSROOM ......................................................................... 11
2.4.1 GAMIFICATION IDEAS ............................................................................................ 12
2.5 ONLINE FORMATIVE ASSESSMENT TOOLS ................................................................ 12
2.5.1 SOCRATIVES ........................................................................................................... 13
2.5.2 GEDDIT ................................................................................................................... 14
2.5.3 GOOGLE FORMS .................................................................................................... 15
2.5.4 KAHOOT! : A Learner-to-Leader Connective Approach. ....................................... 15
2.6 LEARNING THEORIES SUPPORTING ONLINE FORMATIVE ASSESSMENT .................. 16
2.7 SAFEGUARDING AND CHILD PROTECTION IN USING ONLINE FORMATIVE
ASSESSMENT ........................................................................................................................ 17
2.8 FORMATIVE ASSESSMENT: THE INTERNATIONAL PERSPECTIVE............................... 18
2.8.1 THE INTERNATIONAL IMPACT OF KAHOOT ........................................................... 18
2.8.2 LESSONS FROM JAPAN AND US ............................................................................. 18
CHAPTER THREE ....................................................................................................................... 20
3.0 METHODOLOGY ........................................................................................................ 20
3.1 RESEARCH METHODOLOGY....................................................................................... 20
3.2 CASE STUDY RESERCH MTHODOLOGY ...................................................................... 20
CHAPTER FOUR ........................................................................................................................ 21
4.0 RESULTS AND ANALYSIS ............................................................................................ 21
4.1 COMPARATIVE ANALYSIS OF KAHOOT AND SOCRATIVES ........................................ 21

4.2 GROUNDS FOR COMPARISON ................................................................................... 21
4.2.1 BAR CHART VIEW AFTER EACH QUESTION ............................................................ 21
4.2.2 RESULTS AND ANALYSIS OF EACH QUIZ ................................................................ 22
4.2.3 IN-BUILT THINKING TIME FOR PUPILS ................................................................... 23
4.2.4 IMMEDIATE FEEDBACK TO PUPILS AFTER EACH RESPONSE ....................................... 24
4.2.5 GAME-BASED PEDAGOGY ...................................................................................... 27
4.2.6 SOCIAL ADVANTAGE: A PLATFORM FOR COLLABORATION .................................. 27
4.2.7 STUDENTS FEEDBACK ........................................................................................... 28
4.2.8 TEACHER CONTROL................................................................................................ 29
CHAPTER FIVE .......................................................................................................................... 31
5.0 CONCLUSION AND RECOMMENDATIONS ................................................................. 31
REFERENCES ............................................................................................................................. 32
APPENDIX A .............................................................................................................................. 35
LESSON PLAN EVIDENCE OF KAHOOT .................................................................................. 35
LIST OF FIGURES
2.1 Features of formative assessment11
2.2 Essential components of Gamification14
2.3 A typical Socratives dashboard..14
2.4 Geddit interface.16
2.5 Learner to leader cycle.16
4.1 Kahoot bar chart...18
4.2 Kahoot result page...19
4.3 Illustrating the thinking time in Kahoot21
4.4 Pupils Socratives screen after a wrong answer22
4.5 Pupils Socrative screen after a correct answer.23
4.6 Pupils Kahoot screen.25
4.7 Pupils Kahoot screen.26
4.8 Kahoo leaders scoreboard showing points amassed by pupils28
4.9 Public Kahoot screen30
4.10 Kahoot student feedback...

CHAPTER ONE
1.1 INTRODUCTION
Formative assessment has been prominently explored and developed in the UK schools by
teachers and educators. It is often seen as applying different methods by teachers to gauge
pupils current knowledge so as to determine the necessary interventions needed in the
classroom (Cowie and Bell, 1999). Through formative assessment, teachers can measure their
student grasp of specific topics being taught in the class. Teachers can address student
misunderstanding and misconceptions during lessons (Kahl, 2005).
Applying formative assessment in learning will help to create a student-led learning where
teaching is adapted and targeted to individual pupils need. It is very imperative for teachers
to use formative assessment strategies in their classrooms so as to meet learning objectives.
The potential impact of technology is often under-estimated in education. Taylor (2013)

defined Technology Enhanced Learning as the application of information and communication
technology to learning and teaching. The use of technology enhanced learning is now on the
rise in UK and other countries of the world. The impact of technology on teaching and learning
cannot be over-emphasised.
1.2 AIM AND OBJECTIVES

1.2.1 THE AIM
The aim of this research is to investigate and evaluate the pedagogical impact of online
formative assessment using kahoot as a case study.
1.2.2 OBJECTIVES
a) To elaborate the importance of formative assessment in my classroom practise and
how this can be promoted through TEL.
b) To enhance and promote the level of formative assessment in my classroom using
online tool named Kahoot.
c) To model the impact of Kahoot in engaging pupils in my classroom.
d) To research into new and emerging online formative assessment tools I can equally
adopt in my lessons to give my pupils more options.
1.3 JUSTIFICATION
This report is focused on my experience and reflection on applying technology to promote
formative assessment in my lessons. I will be exploring the impact of using a game-based,
online formative assessment tool, namely: Kahoot, in my lessons. By setting up quizzes in
Kahoot, I have been able to measure where my pupils are in their learning and have been able
to help them devise a way to meet their learning targets.
CHAPTER TWO
2.0 LITERATUE REVIEW
2.1 FORMATIVE ASSESSMENTS
According to Ames (1992), formative assessment is not just an event, but a combination of
strategies in the classroom that leads towards improvement of learning. There are four
important components involved in formative assessments namely:
a) ascertaining clearly, the student learning outcomes
b) gathering evidence of the outcomes being addressed within lesson
c) collecting feedbacks towards achieving the required targets by interpretation of data
collected
d) improving teaching and learning through the use of the data
As much as assessments can be an accountability tool, it should also be a continuing method

for learning. Both formative and summative assessments can be said to contribute to
learning-centered teaching. The online and web platforms provide an innovative and positive
opportunities for ongoing assessments in the classroom (Center for Teaching Excellence,
2012). Figure 2.1 illustrates the six features of formative assessment (Ames, 1992).
Figure 2.1 Features of Formative Assessment (Ames, 1992)
2.2 HISTORY OF FORMATIVE ASSESSMENT IN THE UK

As at the end of 1997, the Government in England paid more assessment emphasis on
summative assessments in the classroom. Teachers were more focussed on the levelling
process at the end of key stage rather than the ongoing knowledge of pupils development
(Shirley, 2005). To that end, an Assessment Reform Group was formed with the sole aim of
determining whether formative assessment can be used to raise standards and achievement
in the classroom. They found out that strategies for formative assessments actually do raise
standards of attainment in the classroom (Shirley, 2005).
In 1998, the resulting discoveries of Assessment Reforms Group was published in their article.
The report detailed strategies for success in the classroom (Assessment Reform Group, 1999).
Assessment Reform Group (1999) maintained that improving leaning via assessment depends
on a number of important factors. They are among others:
a) Actively involving students in their own learning so they can take ownership of the
process.
b) Regularly providing effective feedback to students.

c) Creating opportunity for the students to be able to assess themselves so they can
know how to improve.
d) Targeting and personalising teaching to reflect the insights from the assessments.
e) Recognising the impact of assessment on students self-esteem and motivation, both
of which are pivotal to learning experiences (Black and William, 1998).
As a follow up on the Assessment Reforms Group work, OfSTED acme up with a publication
Good Assessment in Secondary School in 2003. It includes a list of formative assessment
approaches that are considered to be very effective in their classroom inspections. Some of
the points raised in the publication includes:
a) Giving the students some responsibilities for organising how they learn and involving
them in a variety of ways including quizzes, simulations, role plays, reflections and
feedbacks.
b) Providing thinking time for pupils in an atmosphere that ensure they do not feel bad
when they make mistake (OfSTED, 2003).
2.3 Technology Enhanced Learning

Technology enhanced learning can be defined as the application of technology in the learning
process. Innovative educational technologies, such as e-Learning, simulation and m-Learning
(mobile learning), have been proven to provide opportunities for learners to engage and
acquire essential skills, knowledge and values (Naeve, 2013).
2.4 GAMIFICATION IN THE CLASSROOM

Gamification is the model of applying game dynamics and game design strategies to engage
and motivate people to achieve their goals. Gamification thrives on the desire for an
individual to achieve as long as it appeals to their sense of excitement. Games, in any form
increases motivation in the classroom through engagement (Suzanne, 2013). One way in
which I have brought gamification into my classroom is by introducing Kahoot to my students.
Since I started using the web-based formative assessment tool, my pupils have been more
engaging. I have successfully used Kahoot to bring a competitive dimension and reward
system into my lessons. The impact is visible on the students engagement and motivation to
want to come to class and learn. I believe there is a lot that can be done by using gamification
techniques in the classroom. Figure 2.2 illustrates the essential components of gamification.
2.4.1 GAMIFICATION IDEAS

At the moment, I am thinking of a way I can gamify home work to encourage informal learning
and to stir the habit of taking initiative for learning in my pupils. I am working on gamifying
grading, whereby pupils get experience point which can always be converted to grades and
levels. Another idea I am looking to develop is setting up a reward system for group work and
collaborative learning. I believe these will bring about a massive impact on learning in my
classroom.
Figure 2.2 Essential Components of Gamification (Sarah, 2013)
2.5 ONLINE FORMATIVE ASSESSMENT TOOLS

There are a range of online formative assessment tools I will like to examine in this report. A
few are listed below:
2.5.1 SOCRATIVES
Socrative is a web-based assessment tool which comprise of a room system. Students are
given a code to join the teachers room to begin an assessment. Assessments includes exit
tickets, open response or multiple choice quizzes and even the fast paced Space Race group
activity. Socratives is free to sign up for teachers, students can also create a free account.
The teacher uses short answer options to get instant feedback on a learning objective.
Through the use of this tool, the teacher can quickly assess the individual student or whole
class progress and to determine whether they are ready to move on to the next topic. Each
Socratives room can take up to fifty students on a quiz. After a quiz is completed, a
spreadsheet report can be generated, which can also be downloaded by the teacher for
onward interpretation (Holy, 2014). Figure 2.3 below shows a typical Socratives dashboard.
Figure 2.3: A typical Socratives Dashboard.

2.5.2 GEDDIT
One way teacher often assess students progress in lesson is to ask them for a show of hands
to measure their mastery of a topic. The obvious flaw in this process is that the student does
not want to be embarrassed will raise his hand, even though he does not understand the
concept. Teachers can now say goodbye to this flaw by making use of Geddit. Geddit is a
powerful web based application and is an innovative way of getting information from the
students themselves.
Students can give a feedback privately on how well they have understood a topic in real time.
This gives the teacher the room to identify the learning gaps as they occur, which also allows
for differentiation easily. The teacher can post a quiz question to relate the evidence of their
self-assessment with their understanding. The teacher can easily match struggling students
with a strong and highly able peer. The most interesting aspect of Geddit is that it teaches the
pupils metacognition in that they are fully involved in the process of determining how they
learn best. It was once said by Eppig (1981) that if students do not learn based on how we
teach, then we should base our teaching on how they learn. Pupils can learn a lot about how
they learn through the use of Geddit.
Geddit is a very effective tool for formative assessment, as it aids the teachers in collecting
real data about the efficiency of learning episodes. (Holy, 2014). Figure 2.4 below shows a
typical Geddit screen.
Figure 2.4 Geddit Interface (Holy, 2014).

2.5.3 GOOGLE FORMS

According to Holy (2014), Google form is a very impactful classroom assessment tool. The
teacher can push out a number of questions through the form, in survey-like format. The
student responses can then be compiled into a spreadsheet for analysis, differentiation and
informed teaching. The teacher can also incorporate conditional formatting into the
spreadsheet by adding coloured background to the wrong answers so he can instantly identify
pupils that are getting on well and the ones that are struggling and will be needing
intervention.
2.5.4 KAHOOT! : A Learner-to-Leader Connective Approach.

Kahoot is a web-based classroom formative assessment tool which provides an engaging
learning space. It operates based on a digital classroom game pedagogy. The pupils compete
against each other to get their names on the on-screen leaders board by answering questions
in real time through a web interface. The teacher facilitates the game and discusses content
with the pupils. It is used, formatively, to assess individual knowledge and adapt learning to
suit the students. Kahoot equips educators and captivates learners. A social, game-like and
fun environment mixed with a rich educational content is created through the use of Kahoot.
(A game-based classroom response system, 2014).
Kahoot brings the classroom to live with a pedagogy grounded in encouraging a cycle of
learning that transforms learners to leaders (A game-based classroom response system,
2014). Figure 2.5 below shows the classroom cycle in which leaders are made out of learners,
which is one of the strong points of kahoot!
Figure 2.5: Leaner-to-Leader Cycle
2.6 LEARNING THEORIES SUPPORTING ONLINE FORMATIVE ASSESSMENT

Formative assessment supports the constructivist theory of learning. In this learning theory,
learners are accountable for their learning and the creation of knowledge, through open-
ended questioning, cooperative situations, discussions, meaningful context and quizzes
(Shirley, 2011).
Brooks and Brooks (1993), produced a list of descriptors for constructivist teaching
behaviours, which are summarised below:
a) Constructivist teachers inspire student independence and initiative. Students can

develop their own questions and look for the answers. This learning approach is well
exhibited by Kahoot in that students can generate their own quiz centred around the
topic of learning and can play their questions to their peers, who would find the
answer to those questions.
b) Constructivist teachers apply raw data to drive students learning journey. Raw data
can be generated from Kahoot (an example of which is presented in Appendix A). This
data can be used to analyse the areas of intervention for the individual pupils. Kahoot
gives the teachers opportunity to deliberately set up those questions.
c) Constructivist teachers inspire students to participate in dialogue, both with one

another and with the teacher. During Kahoot sessions in my lessons, I have seen my
students engage in constructive dialogue, they often challenge each other on why they
think one answer is right or wrong. Kahoot gets my pupils talking.
d) Constructivist teachers allow wait time after posing questions to give room for some
thinking time. This is also supported by Kahoot in terms of the wait time after each
question is displayed to the pupils.
Another learning theory supported by Kahoot is the connectism theory. Siemens (2005)
defines connectivism as a learning theory that describes the new opportunities in internet
technologies created for people to share knowledge. Connectivist pedagogies sees learning
as a networked knowledge creation and growth (Siemens and Conole 2011, p. 85). Downes
(2012) argued that collaborations through technology promotes human contact, and at the
same time provides human content.
2.7 SAFEGUARDING AND CHILD PROTECTION IN USING ONLINE FORMATIVE

ASSESSMENT
The Kahoot quizzes in form of game-show inspire students to engage actively with the topic
and contend for the top positions on the leaders board, without making any pupil, who has
not grasped the topic, feel bad (StrategyEye, 2015). The use of Kahoot in my lessons has
provided all my pupils with a sense of inclusion, without any pupil feeling left out. As can be
seen in the evidence on Kahoot quiz results data in Appendix A, all pupils participate and are
engaged. Another safeguarding principle presented by Kahoot is also evidenced in the fact
that the teacher facilitates and moderates the quiz session, which ensures all pupils are
focused on that particular task and are not engaged in anything else online. Unlike Socratives,
where pupils have a choice of taking the task at home and might not even do it at all.
2.8 FORMATIVE ASSESSMENT: THE INTERNATIONAL PERSPECTIVE
According to Stigler and Hiebert (1999) conducted an international study which revealed that
teaching methods used in the same country are similar. They concluded that teaching is a cultural
activity and that what takes place in the classroom is determined by the DNA of teaching in that
country. The teaching techniques are passed on from one generation to another through a cultural
code that exists in most classrooms.
2.8.1 THE INTERNATIONAL IMPACT OF KAHOOT

The Norwegian born and London based Johan Brand, co-founded Mobitroll with the
Norwegian University of Technology and launched Kahoot in August 2013. Their sole aim was
to create impact through behaviour design and technology insights (We Are Human, 2015).
As of December 2013, Kahoot have recorded 15,000 users a day in 88 different countries of
the world (We Are Human, 2015). According to StrategyEye (2015), the education-through-
gaming firm, Kahoot hit 25 million unique users as at the end of January 2015 and this
statistics is still growing worldwide.
2.8.2 LESSONS FROM JAPAN AND US
The Japanese culture places a great emphasis on effort. Students are therefore focussed on
learning rather than performance and competition in the classroom. Teachers give the
students as many congratulations and praise for effort and perseverance, even if the final
outcome is a failure. The implications of this in the Japanese education system is that the
students stay motivated for a prolonged time because they know everyone believes that
learning is possible for them and that if they keep at it, they will eventually come good
(Shirley, 2011).
Stigler and Hiebert (1999) examined the impact of US and Japanese cultures on their
education system and drew out important lessons for the UK education system. Their key
findings are presented in table 2.1 below:
Table 2.1: Creating a learning culture in which formative assessment can exist. Comparison
of US and Japanese schools.
US LESSONS JAPANESE LESSONS
US teachers see mixed-ability groupings as a Japanese teachers perceive mixed ability

problem group as a gift. Individual differences are
deemed to be valuable to the class because
they produce a range of ideas that provide
the material for students reflection.
US teachers differentiate by ability. Japanese teachers see differentiation as
prejudging what the pupils are capable of
learning unfairly placing a limit on their
ability. They believe all pupils should have
equal opportunity to learn the same
material.
Most US lessons are continually interrupted Japanese lessons are never interrupted the
lesson is seen as sacrosanct.
US teachers tend to use an overhead Japanese teachers use a
projector or computer for teaching points, chalkboard/whiteboard as a continuous
turning it off when they want students to record of a lesson, to which students have
listen or work they see it as an attention constant access.
and motivational tool.
US teachers hold students attention by Japanese teacher believe that the learning
increasing pace, by praising work and itself is the greatest motivational tool.
behaviour, by having real life tasks and by
their own enthusiasm, humour and
coolness.
US students sit for many hours without a School days are longer but each lesson is
break. followed by a short playground break.
CHAPTER THREE
3.0 METHODOLOGY
3.1 RESEARCH METHODOLOGY
The methodology for this research will be qualitative. I will be conducting a comparative
analysis to analyse the perceived benefits of using Kahoot over other online assessment tools
such as Socratives.
According to Wisker (2008), qualitative research methodology normally focuses on the words
and certain attributes of the case being discussed. A case study methodology was applied in
this research by developing a comparative analysis two online formative assessment tools
namely Kahoot and Socratives. I have detailed the strong impact Kahoot has had in my
classroom as against what I would not have achieved if I had focussed only on Socratives.
3.2 CASE STUDY RESERCH MTHODOLOGY

A case study methodology applies an in depth study of a certain situation rather than a
dwelling on statistical data. The case study research design is efficient in examining how the
scientific theories can be applied in reality (Wilson, 2015).
CHAPTER FOUR
4.0 RESULTS AND ANALYSIS
4.1 COMPARATIVE ANALYSIS OF KAHOOT AND SOCRATIVES
According to The Law Teacher (2014), comparative analysis is the process of investigating
related but separate scenarios, situations and procedures. The essential rigidity of the
dissertation and the worth of its recommendations and conclusion are attained in direct result
of the course of comparative analysis. The dissertation becomes, therefore, a series of
relatively short, and more manageable, case studies or case histories, rather than a single
complex whole involving, necessarily, extremely detailed data and exhaustive analysis of a
single event. Comparative analysis is a valid and accepted procedure for acquiring knowledge
and understanding, especially in relation to problems that would otherwise be too complex
to be manageable (The Law Teacher, 2014).
The findings and results derived from the qualitative analysis of the two case studies of
KAHOOT and SOCRATIVES have been analysed on a point-by point basis. These results will be
presented under the following headings:
4.2 GROUNDS FOR COMPARISON

Kahoot and Socratives are two excellent web-based tools teachers can use in the classroom
to measure pupils progress. Though they have some similarities, one of which is that they are
both free for teachers to use. However, I will be contrasting both tools under the following
headings:
4.2.1 BAR CHART VIEW AFTER EACH QUESTION

One of the most fascinating features of Kahoot is the bar graph displayed at the end of each
question. Straight away, the teacher can analyse what proportion of the class have had a grip
on the question and those who have not. The teacher can engage the class by having them
discuss why one option is right and why the others are wrong. I have used this technique
several times in my lessons and this has helped me deepen understanding of each question
for my pupils. Figure 4.1 shows a typical Kahoot bar chart screen after a question.
The first version of Socratives was lacking in this bar chart feature. Though with the recent
acquisition of Socratives by MasteryConnect, a number of enhancement features are now
being added (3rs4Teachers, 2014). To get the bar chart in Socratives, the Teacher had to click
on the How are we doing, then the chart is generated. A lot of time is wasted here in
Socratives. On the other hand, Kahoot generates the bar chart automatically and the pupils
can have a pictorial view and an immediate feedback of how they are doing.
Figure 4.1 Kahoot Bar Charts
4.2.2 RESULTS AND ANALYSIS OF EACH QUIZ

Figure 4.2 below evidence the result and analysis page at the end of each quiz I have had in
my lessons. I have the option of saving and downloading the data into a spreadsheet. The
spreadsheet gives me lots of information about which question my pupils have answered
correctly or not. An example of the spreadsheet I have downloaded is shown as an embedded
object in Appendix A. This is an important feature that is not available in Socratives.
Figure 4.2: Kahoot Result Page
4.2.3 IN-BUILT THINKING TIME FOR PUPILS

Rowe (1974) found that teachers leave approximately one second before answering an
unanswered question or asking someone else to answer it. The increase of thinking time in
lessons cannot be overemphasized. Kahoot is a very engaging tool because it incorporates
thinking time into the process. This is done by firstly displaying the question and then waiting
some seconds before displaying the options for the pupils to answer. During this thinking
time, the pupils can engage in conversation on what they think the answer might be, even
before seeing the options. This is an evidence that Kahoot supports the learning theory of
Cognitive Connectivism, where pupils are encouraged to develop their thinking abilities.
This thinking time option is not available in Socratives and so does not offer an opportunity
for the pupils to develop their cognitive ability in the classroom. Figure 4.3 below illustrates
the waiting time, as it is shown on the countdown timer, for the options after the question
has been displayed. The pupils are encouraged to engage in thinking and discussion during
this period
Figure 4.3: Illustrating the Thinking Time in Kahoot
4.2.4 IMMEDIATE FEEDBACK TO PUPILS AFTER EACH RESPONSE

In both Socratives and Kahoot, pupils receive an immediate feedback as to whether their
answer was wrong or right, but that is where it ends in Socratives. In Kahoot however, apart
from the pupils getting a notification of whether the answer was right or wrong on their
screens, they also get a feedback as to why thy got the answers were wrong and their position
in the class with regards to the quiz exercise, which further help to challenge the pupils and
create competition. Students can also receive a feedback on Socratives, but the teacher have
to incorporate it into the quiz, which often times may not be spontaneous as it is in Kahoot.
Also, Socratives does not give the pupils the positional feedback in the quiz and therefore,
does not create as much competition as Kahoot does. Figures 4.4 to 4.7 shows the pupils
screen and the feedback after responding to each question.
Figure 4.4: Pupils Socratives Screen after a wrong answer - No Feedback (3rs4Teachers,
2014)
Figure 4.5: Pupils Socratives screen after a correct answer No feedback (3rs4Teachers,
2014)
Figure 4.6: Pupils Kahoot screen after a wrong answer with a feedback on their position in
the quiz (3rs4Teachers, 2014).
Figure 4.7: Pupils Kahoot screen after the quiz with a feedback on their overall position
(3rs4Teachers, 2014).
4.2.5 GAME-BASED PEDAGOGY

The game-based dimension to learning brings competition to live in my classroom. I have used
Kahoot to facilitate this gamification dimension in my lessons and thereby engage my pupils
more. Kahoot engages students and at the same time create competition by timing the
student responses and award points based on their speed and accuracy, which is a feature
lacking in Socratives. The gamification strategy in Kahoot is also accentuated through the use
of Leaders Score Board (Kahoot, 2014). My pupils want to do all their best to get their names
on the Leaders board. The whole concept of gamification and competition is not effectively
captured or evidenced in Socratives, which is a low point for the web-based software. Figure
4.8 below shows the leaders score board after a quiz session on Kahoot. This introduction of
points and rewards in Kahoot has helped me to motivate my pupils and to re-inforce their
positive attitude towards learning.
Figure 4.8: Kahoot Leaders Scoreboard showing points amassed by each pupil.
4.2.6 SOCIAL ADVANTAGE: A PLATFORM FOR COLLABORATION

Kahoot edges Socratives in that it is a platform for sharing and collaboration by teachers. It is
possible for me to share the Kahoot quiz I create with other teachers in my faculty and
beyond. I can also search for and amend quizzes created by other teachers relating to the
topic I am teaching, thereby gives an opportunity for collaboration among teachers. This
social and collaborative feature is not available in Socratives. Figure 4.9 blow shows the search
screen for public Kahoot quizzes created by other teachers. There are also links where you
can share and favourite a quiz.
Figure 4.9 Public Kahoot search screen.
4.2.7 STUDENTS FEEDBACK

It is very important to involve students in the quiz evaluation process. This is well supported
by Kahoot. Pupils are able to give their feedback on the quiz they took part in. Again, this is a
feature not present in Socratives.
Figure 4.10 Kahoot Student Feedback screen
Figure 4.11 Kahoot Student feedback screen.
4.2.8 TEACHER CONTROL

The online formative assessment process provides the teacher an opportunity to be a
facilitator while the pupils engage in their learning. In Socratives, a teacher can set up a quiz
for the pupils to join the room at any time, even at home, to complete the quiz. This however
minimises the immediate impact that could be created from the exercise, as some pupils
might not even bother to attempt the quiz. It is, however, not so in Kahoot because Kahoot
quiz sessions begins and ends within the lesson and gives the teacher the opportunity to
facilitate and assess the pupils. It can therefore be said that the teacher has more control in
the use of Kahoot, which in turn promotes child protection and inclusion.
CHAPTER FIVE
5.0 CONCLUSION AND RECOMMENDATIONS
Evaluating the different online formative assessment tools has given me an insight into the
strong and weak points of each of the tools. Kahoot has presented a lot of positives over
Socratives when it comes to assessing the pupils formatively. Despite this fact, Socratives also
have its own strong point which I might find a good use for in my classroom. An example is
the Space Race exercise in Socratives. Space Race displays questions, and uses team rockets
(by colour) to show which team is making progress the fastest. I can find a use for this in my
lessons, especially when I am giving out a team ask to my pupils. So Socratives is not totally
in my bad books. Owing to the fact that Kahoots strong points outweighs that of Socratives,
Kahoot remains the leading online formative assessment for me.
In terms of future development and recommendations, I will like to take the gamification of
my lessons further by pursuing the ideas I laid out in Chapter 2. Finding a way to gamify the
student grading system will have a massive impact on their performance and outcome.
REFERENCES
3rs4Teachers (2014) Two Tools Are Better Than One: Comparing Kahoot and Socratives.
Available at:
http://3rs4teachers.wordpress.com/2014/04/19/2_tools_are_better_than_one/
(Accessed on: 17 February 2015).
A game based classroom response system (2014), Available at: https://getkahoot.com/

(Accessed: 15 Dec. 2014).
Ames, C. (1992), Classrooms: Goals, Structures, and Student Motivation, Journal of

Educational Psychology, Vol. 84, pp. 261-271.
Assessment Reforms Group (1999) Assessment for Learning: Beyond the Black Box, University
of Cambridge School of Education.
Black, P. and William, D. (1998) Assessment and Classroom Learning, Assessment in

Education, 5, Pg. 1.
Brooks, J. and Brooks, M. (1993) In Search of Understanding: the case for constructivist
classrooms, Alexandria, VA, Association for Supervision and Curriculum Development.
Center for Teaching Excellence, (2012). Online Assessment, Online Teaching and Learning
Resource guide Pp 92.
Cowie, B. and Bell, B. (1999) A model of formative assessment in science and education,
Assessment in Education.
Downes, S. (2012), Connectivism and connective knowledge: Essays on meaning and learning
networks. National Research Council Canada.
Eppig, P. (1991) Education by Design. Bristol Education Action Zone.
Holy C. (2014) 4 Powerful Formative Assessment Tools for the Chromebook Classroom.
Available at: http://www.edudemic.com/four-powerful-formative-assessment-tools-
chromebook-classroom/ (Accessed: 17 February 2015)
Kahl, S. (2005), Where in the world are formative tests? Right under your nose! Education
Week, 25, 38.
Kahoot (2014) How is it Different to Other Classroom Response System. Available at:
https://getkahoot.com/ (Accessed: 17 February 2015).
Looney, J. (Ed.). (2005). Formative assessment: improving learning in secondary classrooms.

Paris, France: Organisation for Economic Cooperation and Development.
OfSTED (2003) Good Assessment in Secondary Schools. Available at:

http://learning.wales.gov.uk/docs/learningwales/publications/130429-good-assessment-
in-schools-en.pdf (Accessed: 15 February 2015).
Naeve A. (2013) Technology Enhanced Learning, International Journal of Technology

Enhanced learning. 33(3), pp. 5-6.
Rowe M., (1974) Relation of wait-time and rewards to the development of language, logic
and fate control, Journal of Research in Science Teaching, 5, p2.
Shirley, C. (2011) Formative Assessment in the Secondary Classroom. Manchester: Hodder
Murray.
Sarah, W. (2013) Gamification of the Classroom, Sarah White blog, 5 June. Available at:
http://kbkonnected.tumblr.com/ (Accessed: 20 February 2015).
Siemens, G. (2005) Connectivism: A learning theory for the digital age, International Journal
for Instructional Technology and Distance Learning, 2(1), pp 3-10.
Siemens, G. and Conole, G. (2011) Special issue-Connectivism: Design and delivery of social
networked learning. International Review of Research in Open and Distance Learning, 12, p3.
Stigler, J. and Hiebert, J. (1999) The Teaching Gap. Free press.
StrategyEye (2015) Boom for Norwegian Tech as Kahoot hits 25m users for game-based
learning. Available at:
http://digitalmedia.strategyeye.com/article/o30tf2poQXo/2015/02/03/boon_for_norwegia
n_tech_as_kahoot_hits_25m_monthly_users_to_/ (Accessed: 19 February 2015).
Suzanne, S. (2013) 4 Ways to bring Gamification of Education to your Classroom. Available at:
http://blog.tophat.com/4-ways-to-gamify-learning-in-your-classroom/ (Accssed: 20 February
2015).
Taylor, F. (2013), Technology-Enhanced learning and Teaching in higher education. Open

Research Online.
The Law Teacher (2014) Writing a dissertation and what is expected. Available at:
http://www.lawteacher.net/dissertation_help/writing-a-dissertation-what-is-expected.php
(Accessed: 14 February 2015).
We Are Human (2015) Kahoot, a design-led, web-based educational platform. Available at:
http://www.wearehuman.cc/ (Accessed: 19 February 2015).
Wilson, M. (2015) Case Study Research Design. Available at: https://explorable.com/case-

study-research-design (Accessed: 22 February 2015).
Wisker G., (2008). The postgraduate Research handbook. 2nd Ed. Hampshire: Palgrave
Macmillan.
APPENDIX A
KAHOOT QUIZ RESULT DATA

A technology that One of the following
COR INCO SCO enables devices to is an advantage of
STUDENT RECT RRE RE connect with each WiFi direct HSPA stands for
Ravi 7 2 6533 Bluetooth It allows devices from High

different
Speed
manufacturers
Packet Accessto connect
SC :ile-litte1 7 2 6216 WiFi Direct It allows devices to transfer
High Software
data at a Protocol
faster speed
Access
Manveer. 6 3 5601 Bluetooth It allows devices to transfer
High Speed
data atPacket
a fasterAccess
speed
urmeekmill 6 3 5534 Wireless connection It allows devices to transfer
High Speed
data atPacket
a fasterAccess
speed
Ali_king 6 3 5234 Bluetooth It allows devices from High
different
Software
manufacturers
Protocol Access
to connect
I bought fizz 5 4 4551 Wireless connection It allows devices from High
different
Speed
manufacturers
Harrjian 5 4 4549 Wireless connection It allows devices from High
different
Software
manufacturers
Protocol Access
to connect
Simran 5 4 4483 WiFi Direct It allows devices from High
different
Speed
manufacturers
Harry 5 4 4450 Data transfer It allows devices to transfer
High Speed
data atPacket
a fasterAccess
speed
Gwyneth 5 4 4300 Data transfer It allows devices to transfer
High Speed
data atPacket
a fasterAccess
speed
Real Mehbubul 4 5 3833 Wireless connection It allows devices to transfer
High Software
data at a Protocol
faster speed
Access
UZAAAAAAAAAAIR. 4 5 3817 Bluetooth It allows devices to transfer
High Speed
data atPacket
a fasterAccess
speed
sc: kyle-dharan 4 5 3767 Bluetooth It allows devices to transfer
High Software
data at a Protocol
faster speed
Access
karmvir 4 5 3583 Bluetooth It allows devices to transfer
High Software
data at a Protocol
faster speed
Access
Jamie.B 4 5 3383 Bluetooth It allows devices to transfer
High Software
data at a Protocol
faster speed
Access
Jahed 3 6 2567 Bluetooth It allows devices from High
different
Software
manufacturers
Protocol Access
to connect
Moh 3 6 2500 Data transfer It allows devices to transfer
High Speed
data atPacket
a fasterAuthentication
speed
Tyanne 2 7 1533 Bluetooth It does not allow devices
Highto Software
pair up Protocol Access
LESSON PLAN EVIDENCE OF KAHOOT

Below is a copy of my lesson plan as an evidence to show how I have used Kahoot in my
lessons. The document has been embedded here as an object file, kindly double click
anywhere on the document below to have a full view.
Computing Lesson/ Observational Visit Overvi

Do not plan this lesson without referring to and engaging with suggested criteria
Remember: be creative/ think outside the box/ take a risk with the learning/ ch
Main learning content to be covered:

(provide some indication of what you are expecting to At the end of the lesson, pupils should be able to
cover in this lesson) Identify the different flow chart symbols and e
Create algorithms to solve a given problem re
Justify the use of flowcharts to represent algo
Lesson overview:
(provide a very brief resum as to how you are expecting - Starter Group activity on linking flowchart sy
to cover the content identified above) - Formative feedback
- Powerpoint display to explain main actviity (Fl
- Pupils independent work
- Kahoot quiz to be used for Plenary
Has your subject mentor seen this lesson plan Yes
and commented on it?
What improvements were suggested?
(briefly clarify what you have done to improve this lesson Revisions were made to the learning objective
plan and learning journey based on your SM feedback) Suggestion for software for the flowcharts
Current targets:
(please indicate your current teaching and learning targets 1. Student-led lessons that allow the students to
that the observer might expect to see some progress 2. Assessment more regularly in lessons (mini-p
evidence of in this lesson) 3. Address student questions and engage other
4. Differentiating the resources for EAL learners
Overall Programme Target Grade:
Current Grade:
Current steps being taken to progress towards

your target grade (if different to above targets):
Anything else you feel the observer should look
out for/ be aware of? The lesson is the last lesson of the last day of the wee
pupils behaviour and concentration in this lesson. Thi
in these circumstances, has been somewhat of a stru

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RESEARCH PAPER:

TECHNOLOGY ENHANCED LEARNING

4.1 COMPARATIVE ANALYSIS OF KAHOOT AND SOCRATIVES ........................................ 21

2.1 Features of formative assessment11

2.2 Essential components of Gamification14

2.3 A typical Socratives dashboard..14

2.4 Geddit interface.16

2.5 Learner to leader cycle.16

4.1 Kahoot bar chart...18

4.2 Kahoot result page...19

4.3 Illustrating the thinking time in Kahoot21

4.4 Pupils Socratives screen after a wrong answer22

4.5 Pupils Socrative screen after a correct answer.23

4.6 Pupils Kahoot screen.25

4.7 Pupils Kahoot screen.26

4.8 Kahoo leaders scoreboard showing points amassed by pupils28

4.9 Public Kahoot screen30

4.10 Kahoot student feedback...

The potential impact of technology is often under-estimated in education. Taylor (2013)

1.2 AIM AND OBJECTIVES

As much as assessments can be an accountability tool, it should also be a continuing method

Figure 2.1 Features of Formative Assessment (Ames, 1992)

2.2 HISTORY OF FORMATIVE ASSESSMENT IN THE UK

b) Regularly providing effective feedback to students.

2.3 Technology Enhanced Learning

2.4 GAMIFICATION IN THE CLASSROOM

2.4.1 GAMIFICATION IDEAS

Figure 2.2 Essential Components of Gamification (Sarah, 2013)

2.5 ONLINE FORMATIVE ASSESSMENT TOOLS

Figure 2.3: A typical Socratives Dashboard.

Figure 2.4 Geddit Interface (Holy, 2014).

2.5.3 GOOGLE FORMS

2.5.4 KAHOOT! : A Learner-to-Leader Connective Approach.

Figure 2.5: Leaner-to-Leader Cycle

2.6 LEARNING THEORIES SUPPORTING ONLINE FORMATIVE ASSESSMENT

a) Constructivist teachers inspire student independence and initiative. Students can

c) Constructivist teachers inspire students to participate in dialogue, both with one

2.7 SAFEGUARDING AND CHILD PROTECTION IN USING ONLINE FORMATIVE

2.8 FORMATIVE ASSESSMENT: THE INTERNATIONAL PERSPECTIVE

2.8.1 THE INTERNATIONAL IMPACT OF KAHOOT

2.8.2 LESSONS FROM JAPAN AND US

US LESSONS JAPANESE LESSONS

US teachers see mixed-ability groupings as a Japanese teachers perceive mixed ability

3.2 CASE STUDY RESERCH MTHODOLOGY

4.2 GROUNDS FOR COMPARISON

4.2.1 BAR CHART VIEW AFTER EACH QUESTION

Figure 4.1 Kahoot Bar Charts

4.2.2 RESULTS AND ANALYSIS OF EACH QUIZ

Figure 4.2: Kahoot Result Page

4.2.3 IN-BUILT THINKING TIME FOR PUPILS

Figure 4.3: Illustrating the Thinking Time in Kahoot

4.2.4 IMMEDIATE FEEDBACK TO PUPILS AFTER EACH RESPONSE

4.2.5 GAME-BASED PEDAGOGY

4.2.6 SOCIAL ADVANTAGE: A PLATFORM FOR COLLABORATION

Figure 4.9 Public Kahoot search screen.

4.2.7 STUDENTS FEEDBACK

Figure 4.10 Kahoot Student Feedback screen

Figure 4.11 Kahoot Student feedback screen.

4.2.8 TEACHER CONTROL

A game based classroom response system (2014), Available at: https://getkahoot.com/

Ames, C. (1992), Classrooms: Goals, Structures, and Student Motivation, Journal of

Black, P. and William, D. (1998) Assessment and Classroom Learning, Assessment in

Eppig, P. (1991) Education by Design. Bristol Education Action Zone.

Looney, J. (Ed.). (2005). Formative assessment: improving learning in secondary classrooms.