SOCRATIVE-BASED DIGITAL FORMATIVE ASSESSMENT WITH IMMEDIATE FEEDBACK AND LEARNING ENGAGEMENT AMONG B.ED. STUDENTS: A MIXED-METHOD STUDY

Digital formative assessment provides opportunities for teachers to obtain information about students' learning during instruction and to respond with timely feedback. This mixed-method classroom study examined changes in learning-engagement and feedback-related perceptions and formative-assessment knowledge among B.Ed. students following the use of Socrative-based digital formative assessment with immediate feedback. The study employed a one-group pretest-posttest design involving 46 B.Ed. students enrolled in an Assessment for Learning course. Two Socrative-based assessment sessions were conducted during the intervention period. Each session contained 10 questions, and approximately 15 minutes were provided for completion. Students accessed the activities using mobile phones. Socrative supplied immediate information about correct and incorrect responses, after which the teacher provided explanations and clarification of misconceptions. Quantitative data were collected through pretest and posttest responses while Qualitative data was obtained from open-ended responses and classroom observations. The Likert scale consists of eight items showed high internal consistency at both administrations (pretest α = .924; posttest α = .933). Among the 45 students who completed both test. Learning-engagement and feedback-related scores increased from M = 32.73 (SD = 6.36) at pretest to M = 33.54 (SD = 5.90) at posttest. However, this difference was not statistically significant, t (44) = 0.91, p = .367, d = .14. Formative-assessment knowledge scores also showed a small increase, from M = 2.30 (SD = 0.96) to M = 2.46 (SD = 0.98), with no statistically significant difference, t (45) = −0.87, p = .391, d = .13. Qualitative findings shows that students were perceived feedback was very useful for identifying their strengths and weaknesses, understanding mistakes and planning for further steps and strategies to improve their learning. Classroom observations further indicated that the learner has interest in the digital formative assessment format and appreciated the information about whether their response is correct or incorrect. The results reveal that Socrative was feasible for conducting formative assessment in the classroom. The short period of intervention, absence of a comparison group, one-institution sample, and limited platform data makes it difficult to interpret data normally.