Er bestaan intussen heel wat student response systems (Socrative, Kahoot, Nearpod, …) die het mogelijlk maken om alle leerlingen actief te laten participeren tijdens de les. Zoals Ross in deze interessante blogpost correct verwoord worden ze echter soms ook te snel automatisch als “formative assessment tools” omschreven.
The Problem
It started with generally clunky and overpriced “student clickers” by such brands as SMART Technologies and Einstruction, and over the past few years it has transitioned into slick apps like Socrative, Kahoot!, and Plickers. Time and time again we have seen these apps demoed during professional development sessions and written about on websites and blogs. Nevertheless, we need to be careful that we do not prioritize technology over pedagogy by referring to these apps as “formative assessment tools” when they are anything but.
When James Popham defines formative assessment, he states:
Formative assessment is a planned process in which teachers or students use assessment-based evidence to adjust what they’re currently doing.
In other words, if teachers or students are not leveraging results/data (from Socrative, Kahoot!, Plickers, etc.) to then differentiate instruction or learning, the app inspired dog and pony show does not qualify as a…
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