Reflection on Three Digital Assessment Resources

For Linda’s class, an assessment was designed. The main aim was to identify the current knowledge level of students and how their learning could be improved. Firstly, it was decided that formative assessment is appropriate. The reason is that, as Paul (2016, p.225) argued, formative assessment is aimed for the purpose of improvement when a course is delivered. Secondly, one of the modern approaches to assessment is that results can be used for the student to compare with the past. The advantage of this is that students can measure what level they were on before and where they are now. According to O’Reilly, this is called ipsative assessment (2016, p95). This is to say that a formative ipsative type of assessment was considered to be effective for Linda’s class. Lastly, it was also decided that information technology will be used for this formative ipsative assessment, as it enables many features that are impossible in a traditional format.


One of the digital resources that was used for the formative, ipsative assessment was Kahoot (Getkahoot, n.d. online). This is a software that can be used online. By using this resource, a quiz was created. Questions and multiple answers were typed in. The questions were seen on the screen and every student gave answers in a given time by using their own device. Finally, the results were saved in the cloud (Appendix 1). A reward was given to the student with the highest score.

The advantage of Kahoot is that it is free with no costs involved. Results can be saved on the cloud or downloaded and can be displayed with rich information. Multiple tests can be taken and saved. The difference between current and past results can show changes in a student’s level of knowledge. Kahoot also has many additional options as questions can be created from scratch or using already available templates. There are also online blogs available that help with choosing the right questions and also help with the creation of the game itself. Therefore it was considered to be useful for the purposes of creating this formative ipsative assessment.

However, this resource does require time and effort to create a quiz. The templates available are not created for any specific age or class group. Another problem is that t can cause confusion for a child. Students have to constantly look up at the main screen to view the question and then look down at their screen to provide an answer. The correct answer can only be chosen if the student remembers the specific colors for the different answers. This can cause confusion for the students and therefore raises questions of whether the results will be valid. Finally, saving files also require multiple tasks, especially if results are to be compared with past performances. Obviously, for such a comparison, multiple tests will need to be taken. Extracting files requires IT skills and can cause confusion for facilitators.

This experience has put me in a better situation to create or select a topic for the purposes of creating an assessment if I was to use this resource again. In future, I will also create a file for every individual student to save their performance so I can share this with the students and their parents.

The second resource that was used for Linda’s class was Socrative (Socrative n,d. online). This is available online. Teachers need to open an account whereas students do not need to have one. The teacher can create questions and students can join the rooms by using their own devices.

This digital online tool was useful for this purpose because it is a tool that can be used for various types of assessments. Furthermore, it allows apps to be downloaded. Besides this, it facilitates for different types of questions that can be used for assessment. It can also be used to focus on different areas or to specify only one area. Equally, the results are displayed with rich information and are available in a report format. They can be saved for comparison purposes. The information within the results can be visualized using the tools online.

Nonetheless, it is only free for students up to Key Stage 2. For students above this level, it is not free (Socrative, n.d. online). Therefore, it can bring about high costs. It is worth noting that it can become complicated to use for teachers. Although it has blogs and a help area for the users, it requires a deeper understanding of the tools and keywords. This is to say that using this resource is like learning a new language.

The reflection of my experience is that I was not successful in creating a useful resource. The reason is that I could not confidently grasp all the terminology and instructions. Thereupon, next time I will utilise this resource with a facilitator in order to create an effective digital resource for the purposes of an assessment.

Lastly, for Asif’s class, a digital resource was designed so that a reflection could be carried out with the whole class. The resource was designed so that everyone could contribute to the discussion. For this purpose, a specific form of assessment is considered to be effective, as outlined by Shirley (2010, p.45). However, the purpose here was for students to reflect between themselves. Whereas in the previous situation, the purpose was that every student compares their performance with their own past.


‘Poll everywhere is an online tool that can be used for the purposes of generating feedback and reflections (Polleverywhere, n.d. online). This was considered to be useful because it allows one question to be asked and everyone in the class to give their answers. This type of questioning makes the assessment reliable and valid (Gibs and Simpson 2016, p.223). The reason is that it is the same question for everybody in the class. Also, different types of questions can be asked, such as open and closed questions. The information provided by students is in a qualitative form. This would help to understand the students’ motivations. Additionally, it offers the opportunity to give multiple choices. Moreover, students can interact with each other whilst giving feedback. The results can then be expressed in graphs.

Despite this, it is not free. To use this software, there is a cost involved. Likewise, it requires an excessive amount of time to create a resource. Another problem is that the facilitator may not be successful as in my case. It is worth noting that features used within this software have their own labeled names. For example, ‘active poll’ means the big screen. However, an inexperienced user like myself will not know this and it can be difficult to grasp the terminology on the first use.

Ultimately, I was not successful in creating a resource for Asif’s class by using this online resource (Appendix 2). Perhaps next time if I was to use this resource, I will require a tutorial from an expert.

My experience of using Information Technology resources indicates that digital tools can be useful and helpful. They do not require paper or pencil load. Notwithstanding, they do require a skillful person with knowledge of teh specific terminology used for each software. Hence, it can be time-consuming and costly.

Reference list

Conley, D. (2014) ‘A New Era for Educational Assessment.’ Education Policy Analysis      Archives, v23 n8. 40 pp.

Ghaicha, A. (2016)  ‘Theoretical Framework for Educational Assessment: A Synoptic       Review.’Journal of Education and Practice, v7 n24 p212-231

Gibbs, G. and Simpson, C. (2016). Conditions under which assessment support.London:             Routledge

Kahoot. (n.d.) [Online] Available:

Shirley, C.  (2010) Outstanding Formative Assessment. London: Hodder Education

Socrative. (n.d.) Socrative. com

O’Reilly, A.(2016)‘Developing Technology Needs Assessments for Education  Programs: An Analysis of Eight Key Indicators.’ International Journal of Education, v12 n1 p129-143 2. (EJ1099589)

Polleverywhere. (n.d.)

Appendix 1


Appendix 2



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