scholarly journals Using Kahoot! As A Formative Assessment Tool in Science Teacher Education

2021 ◽  
Vol 11 (2) ◽  
pp. 43
Author(s):  
Noluthando Mdlalose ◽  
Sam Ramaila ◽  
Umesh Ramnarain
Keyword(s):  
Teacher Education ◽  
Academic Performance ◽  
Formative Assessment ◽  
Teaching And Learning ◽  
Assessment Tool ◽  
Science Teacher Education ◽  
Game Based Learning ◽  
Physical Sciences ◽  
Learning Platform ◽  
Motivation And Engagement

The development of 21st century competencies and skills in science teaching and learning is a key strategic imperative. Game-based learning platforms can be used to promote pedagogic innovation in various educational settings. Game-based applications such as Kahoot! have been increasingly used in education to facilitate meaningful enactment of formative assessment practices. Within the realm of science education, formative assessment is largely perceived as an assessment practice with pedagogic potential to enhance students’ academic performance, motivation and engagement during the teaching and learning process. Kahoot! is an interactive game-based learning platform which can essentially be utilised to enhance students’ academic performance, motivation and engagement in the classroom. This paper explores the role of Kahoot! as a formative assessment tool to enhance students’ academic performance, motivation and engagement with a view to help students to achieve stipulated learning outcomes during remote teaching and learning in undergraduate Physical Sciences teacher education. The research study adopted a generic qualitative design and involved 21 purposively selected preservice Physical Sciences teachers at a South African university. Data was collected through semi-structured interviews and the administration of qualitative user-generated online quizzes with the participants. The findings demonstrated that Kahoot! plays a significant role in enhancing students’ academic performance, motivation and active engagement during remote teaching and learning. Theoretical implications for technology-enhanced teaching and learning are discussed.

scholarly journals Teacher Education Freshmen Applicants’ Current State in the New Normal’s Learning Delivery Platforms

2020 ◽  
Vol 3 (3) ◽  
pp. 1528-1536
Author(s):  
Mark Angelo C. Reotutar
Keyword(s):  
Teacher Education ◽  
Online Learning ◽  
Low Income ◽  
Teaching And Learning ◽  
New Normal ◽  
Learning Platform ◽  
Current State ◽  
Learning Platforms ◽  
Low Income Families ◽  
The University

The online learning platform (OLS) is currently the new normal learning setting amidst the Covid-19 pandemic. Teachers need to look on the other side of the traditional classroom-based learning mode to make teaching and learning in the new normal possible. It aimed to analyze the current state of the teacher education freshmen applicants concerning the new normal learning platforms. This study employed a descriptive method of research and considered a sample of 85 freshmen applicants in the College of Teacher Education in the academic year 2020-2021. The frequencies and percent value was used to analyze the data gathered. The following are the verdicts of the study, the bulk of the respondents belong to low-income families with farming as their family source of income. Most of the respondents have their mobile phones while the great majorities are using mobile data only. All of the respondents do not have any idea about the different platforms in online learning. Based on the findings, the researcher concluded that the freshmen applicants in the College of Teacher Education cannot totally survive and are not yet ready to embrace the new normal learning platforms due to poverty and lack of resources. It is therefore recommended that the University administration needs to open other sources of learning platforms such as the use of printed learning materials of which will be delivered door-to-door to the students. Besides, the College of Teacher Education should plan and initiate on how to make learning flexible and more engaging.

A TUTOR’S PERSONAL AND PROFESSIONAL EXPERIENCES OF TUTORING IN A SCIENCE TEACHER EDUCATION MODULE

2019 ◽  
Author(s):  
Msizi Mbali ◽  
◽  
Angela James ◽  
Keyword(s):  
Teacher Education ◽  
Service Learning ◽  
Experiential Learning ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Science Teacher Education ◽  
Innovative Teaching ◽  
Language Competence ◽  
Professional Experiences ◽  
Self Confidence

Student tutoring in innovative teaching and learning practices promotes personal and professional learning. Experiential learning theory underpins this research. An interpretive, qualitative approach and narrative strategy with purposive sampling was used. The tutor narrative accounts of tutoring the Research and Service-Learning module in Biological Science Education were compiled from a reflective diary, coordinator - tutor discussions and tutor notes. The qualitative data were analysed using descriptive content analysis. The tutor’s self-confidence, language competence, understanding and application of research and Service-Learning and engagements with students were greatly improved. Keywords: experiential learning, pre-service teacher, teacher education, tutor’s personal and professional experiences.

A Game-Based Student Response System

2022 ◽  
pp. 903-915
Author(s):  
Funda Ergulec ◽  
Özge Misirli
Keyword(s):  
Higher Education ◽  
Assessment Tool ◽  
Student Response ◽  
Student Response System ◽  
Game Based Learning ◽  
Immediate Feedback ◽  
Advantages And Disadvantages ◽  
Response System ◽  
Learning Platform ◽  
Teachers Perspectives

In this chapter, a game-based student response system, Kahoot!, is investigated. The purpose of the chapter was to analyze instructors and pre-service teachers' perspectives about the use of this platform. The advantages and disadvantages of integrating this tool in the classroom was investigated. Pre-service teachers' feedback and instructors' experiences using Kahoot! in higher education classrooms indicate that pre-service teachers welcome the use of these kind of games. Kahoot! can be used not only to increase student participation in the classroom but also as a formative assessment tool. Kahoot! can provide an engaging learning environment and adds active participation in the classroom by appealing even the most introverted students. In addition, immediate feedback feature of this game-based learning platform provides opportunities for instructors to tailor their instruction based on student understanding on games.

Argumentation in Science Teacher Education: The simulated jury as a resource for teaching and learning

2015 ◽  
Vol 37 (7) ◽  
pp. 1113-1139 ◽  
Author(s):  
Rodrigo Drumond Vieira ◽  
José Roberto da Rocha Bernardo ◽  
Maria Evagorou ◽  
Viviane Florentino de Melo
Keyword(s):  
Teacher Education ◽  
Science Teacher ◽  
Teaching And Learning ◽  
Science Teacher Education

A Game-Based Student Response System

2020 ◽  
pp. 154-166
Author(s):  
Funda Ergulec ◽  
Özge Misirli
Keyword(s):  
Higher Education ◽  
Assessment Tool ◽  
Student Response ◽  
Student Response System ◽  
Game Based Learning ◽  
Immediate Feedback ◽  
Advantages And Disadvantages ◽  
Response System ◽  
Learning Platform ◽  
Teachers Perspectives

In this chapter, a game-based student response system, Kahoot!, is investigated. The purpose of the chapter was to analyze instructors and pre-service teachers' perspectives about the use of this platform. The advantages and disadvantages of integrating this tool in the classroom was investigated. Pre-service teachers' feedback and instructors' experiences using Kahoot! in higher education classrooms indicate that pre-service teachers welcome the use of these kind of games. Kahoot! can be used not only to increase student participation in the classroom but also as a formative assessment tool. Kahoot! can provide an engaging learning environment and adds active participation in the classroom by appealing even the most introverted students. In addition, immediate feedback feature of this game-based learning platform provides opportunities for instructors to tailor their instruction based on student understanding on games.

scholarly journals Innovating Pathology Learning via Kahoot! Game-based Tool: A Quantitative Study of Students’ Perceptions and Academic Performance

2021 ◽  
Author(s):  
Fatma Alzahraa Abdelsalam Elkhamisy ◽  
Rita Maher Wassef
Keyword(s):  
Academic Performance ◽  
Formative Assessment ◽  
Undergraduate Students ◽  
Quantitative Study ◽  
Online Survey ◽  
Assessment Tool ◽  
Self Confidence ◽  
Medical Undergraduate ◽  
Assessment Plans ◽  
Quasi Experimental

AbstractIntroductionPathology teaching for medical undergraduate students linking basic and clinical sciences together is a challenging task. Kahoot! is a game-based online digital formative assessment tool that can engage students in its learning. This study analyzed the effect of Kahoot! use on studentś learning of Pathology.MethodsThe study was carried out on the first-year Pathology students at Helwan University, Faculty of Medicine, after ending a basic Pathology course. The study is a retrospective quasi-experimental quantitative study. Academic performance of students in Pathology was compared between Kahoot! and non-Kahoot! users (55 students each). In addition, an online survey was introduced to the 55 Kahoot! user students to investigate their perceptions on Kahoot!. Survey and test score data were analyzed by appropriate tests using IBM-SPSS (Statistical Package for Social Sciences) Version 21.0. The level of significance was P <0.05.ResultsKahoot! enhanced Pathology understanding (83.6%), retaining knowledge (87.3%), made learning fun and motivating (89.1%). Other mentioned advantages of Kahoot! were practicing for the exam (40%), simple and easy to use (36.4%), competitive (18.2%), self-confidence booster (10.9%), forming a comprehensive image of the lecture (9%), quick (9%), and imagining skills booster (5.5%). Mentioned disadvantages included no explanation for the answers to the questions (20%). A quarter of the students stated that the time limit for the questions was short (27.3%). Kahoot! use was significantly associated with better Pathology academic performance (P=0.001), and it was not related to the general academic performance of the students (P=0.06). The majority of users (85.4%) recommended its continuous future use.ConclusionsThe study offers an endorsement to the use of Kahoot! for gamifying formative assessment of Pathology and can provide a basis for the design of an online Kahoot!-based continuous formative assessment plans implemented outside-classroom in the Pathology curricula.

scholarly journals Use of an Adaptive e-Learning Platform as a Formative Assessment Tool in the Cardiovascular System Course Component of an MBBS Programme

2020 ◽  
Vol Volume 11 ◽  
pp. 989-996
Author(s):  
Subir Gupta ◽  
Nkemcho Ojeh ◽  
Bidyadhar Sa ◽  
Md Anwarul Azim Majumder ◽  
Keerti Singh ◽  
...  
Keyword(s):  
Formative Assessment ◽  
Cardiovascular System ◽  
Assessment Tool ◽  
Learning Platform ◽  
E Learning

Assessing Professional Vision in Teacher Candidates

2015 ◽  
Vol 223 (1) ◽  
pp. 54-63 ◽  
Author(s):  
Kathleen Stürmer ◽  
Tina Seidel
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Prospective Teachers ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
Assessment Tool ◽  
Research Tool ◽  
Induction Phase ◽  
Professional Vision ◽  
Test Items

In this study, we present an approach to validating the video-based Observer Extended Research Tool, which empirically captures prospective teachers’ professional vision in a standardized yet contextualized way. We extended the original Observer tool with the aim of providing a reliable, efficient measure for subpopulations in different consecutive phases of teacher education (university and induction phase). Therefore, we expand the measure to include a broader spectrum of knowledge about effective teaching by drawing on a cognitive process-oriented teaching and learning model while at the same time the number of test items is shortened to ensure a economically manageable assessment tool. In the validation study, we tested the extent to which the extension meets the criteria of context validity, reliability, and sensitiveness for different subpopulations. The participants were 317 preservice teachers and teacher candidates who worked with the Observer Extended Research Tool. Measurement quality was investigated using methods of item response theory. Our results confirm that the Observer Extended Research Tool provides a reliable measure of description, explanation, and prediction as aspects of professional vision within and across different subpopulations in teacher education.

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