Online assessment tools are not new, but their popularity is increasing as we navigate remote, hybrid, and blended learning in education these days. Although I had heard of many of the tools introduced by Trevor, Dalton, and Matt, I was excited that they gave us the opportunity to explore them in addition to giving us their pros/cons perspective on each.
Obviously, assessments are about more than just grades. When meaningful and well-constructed, they help students gear up for success by challenging them to reflect, interact, and apply their knowledge to answer questions, solve problems, and communicate information.
– iSpring (Helen Coleman)
Like Tracy, as an LRT, I also don’t have a classroom of kids to my own to try out some of the tools we have been learning about. However, I am lucky enough to work with collaborative teachers that would allow me to teach a lesson or try a new tool with their class. With this, I decided to do a formative assessment using Quizizz with a grade 4/5 class who has currently been working on multiplication in math. I was interested to see how Quizizz compared to Kahoot, which I am familiar with.
I initially found many different pre-made quizzes that I could have easily used, but I decided I wanted to go through and create my own to test out different options available. Therefore, I created three different quizzes of ten questions, each related to multiplication facts, to increase the difficulty for students. My first quiz was simply multiple-choice, the second quiz was fill in the blank, and the third quiz was a combination of both. However, for my third quiz, I decided to try out the picture option and found some picture arrays insert for the question itself. In addition, I also used words instead of number symbols for some of the questions (ex. 7 x 4 was seven x four), just to throw a wrench into the standard representation of math facts. Lastly, I gave the product as the question and students had to choose the appropriate factors instead as the answer. The classroom teacher had mentioned that this change caused her to have to think differently, which is exactly as I was hoping for. Overall, the creation of these tests was very quick, easy, and simple with lots of options to tinker with.
As for making these quizzes available to students, I chose to create a Google Classroom numeracy assignment (I am connected to their GC already) to attach the quiz links to. I did this instead of connecting right through Google Classroom as it would create three different assignments rather than just one for all three quizzes. Also, this way students didn’t need to go to the website and connect through the quiz code. It took them right to the quiz without extra navigation.
I was cognizant to remember that students like to make up their own names in Kahoot and have the ability to do the same in Quizizz, but I explicitly stated to them to use their first name. However, even with that instruction, there were a few that didn’t follow suit. Through the process of elimination, we were able to figure out who they were.
After students finished all three quizzes, they asked if they could do them again to try to increase their speed, and thus, their score. I wasn’t sure if their second attempt would override their first, so we asked them to use their last name the second time instead of their first. Now knowing, attempting a second or third time under the same name does not erase the first attempts. From the teacher’s account, you can see each attempt and the results of each.
All in all, I enjoyed using Quizizz over Kahoot, as did my students. It was engaging with synchronous/asynchronous options, ability to toggle on/off features such as timers and leaderboards, variety of question types, easy to read/navigate reports, and access to pre-made quizzes that are easy to preview/adjust. I’m sure there are more features that I am not aware of that make it even more enticing to use, such as the flashcard option that I just stumbled upon as I write this blog. If there are any other features that I have overlooked, please let me know.
Thanks to Trevor, Dalton, and Matt for introducing us to this and other assessment tool options for quick and easy engagement for students and quick and easy differentiation and assessment for teachers.