Promoting Formative Assessment with Quizizz: A Classroom Action Research Study

Abstract

This research aims to explore the utility of Quizizz as a formative assessment tool within educational settings, considering the evolving landscape where traditional assessment methods are giving way to innovative technological solutions. Quizizz, a digital platform seamlessly integrating gamification and formative assessment methodologies, has gained popularity owing to its dynamic and interactive features. This study endeavors to delve into students' perspectives and experiences with Quizizz, examining its alignment with formative assessment principles and identifying optimal strategies for its integration into undergraduate education. Employing a classroom action research methodology, this study centers on teacher-researchers' enhancements of their teaching processes through a cycle of investigation and action. The research encompasses planning, implementation, observation, and reflection stages, utilizing data from observation sheets and focus group discussions. The results underscore Quizizz's efficacy in engaging students, providing prompt feedback, and fostering interactive learning environments. Students express appreciation for Quizizz's gamified approach, enhancing motivation and participation. Nevertheless, challenges, including technical issues and the need for clearer explanations, are identified. Informed by students' recommendations and preferences, this study contributes to best practices for educators utilizing Quizizz as a dynamic formative assessment tool.