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Using Plickers in Formative Assessment to Augment Student Learning

Using Plickers in Formative Assessment to Augment Student Learning

Zuhrieh A. Shana, Sara Abd Al Baki
Copyright: © 2020 |Volume: 12 |Issue: 2 |Pages: 20
ISSN: 1941-8647|EISSN: 1941-8655|EISBN13: 9781799803447|DOI: 10.4018/IJMBL.2020040104
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MLA

Shana, Zuhrieh A., and Sara Abd Al Baki. "Using Plickers in Formative Assessment to Augment Student Learning." IJMBL vol.12, no.2 2020: pp.57-76. http://doi.org/10.4018/IJMBL.2020040104

APA

Shana, Z. A. & Al Baki, S. A. (2020). Using Plickers in Formative Assessment to Augment Student Learning. International Journal of Mobile and Blended Learning (IJMBL), 12(2), 57-76. http://doi.org/10.4018/IJMBL.2020040104

Chicago

Shana, Zuhrieh A., and Sara Abd Al Baki. "Using Plickers in Formative Assessment to Augment Student Learning," International Journal of Mobile and Blended Learning (IJMBL) 12, no.2: 57-76. http://doi.org/10.4018/IJMBL.2020040104

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Abstract

The aim of this quasi-experimental research is to investigate the effectiveness of formative assessment on the progress of private elementary school students. 77 students (33 girls and 44 boys) were split into two groups. The experimental group used an app called the Plickers app daily and was further divided by gender into two groups, while the control group used a revision sheet as a formative assessment. Student progress was assessed by comparing the mean scores of a pre-test to those of a post-test taken after one week of using the formative assessment tools. The results indicate that both formative assessment tools help improve student progress. However, the Plickers App had a greater positive impact than the revision sheet. Further, greater improvement was displayed by girls compared to boys. The researchers concluded that continuous usage of Plickers in classes can help promote positive students' perception, improve performance, and reduce gaps between high and low achievers.

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