Technological Tool for Formative Assessment in Higher Education: ZipGrade
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| Title: | Technological Tool for Formative Assessment in Higher Education: ZipGrade |
|---|---|
| Language: | English |
| Authors: | Bani Arora (ORCID |
| Source: | Canadian Journal of Learning and Technology. 2024 50(2). |
| Availability: | Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: cnie-rcie@cnie-rcie.ca; Web site: http://www.cjlt.ca |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Program Effectiveness, Formative Evaluation, Computer Assisted Testing, Technology Uses in Education, Undergraduate Students, Student Attitudes, Usability, Feedback (Response), Learner Engagement, Barriers, Foreign Countries, Pedagogical Content Knowledge, Technological Literacy, Grading |
| Geographic Terms: | Bahrain |
| ISSN: | 1499-6677 1499-6685 |
| Abstract: | This descriptive study examines the effectiveness of ZipGrade, a digital assessment tool, in the context of formative evaluations within classroom settings, focusing on its deployment for multiple-choice question quizzes. This research contributes to the dialogue on the integration of information and communication technology to promote quality education and address the literature gap in providing immediate feedback to enhance the learning outcomes. Drawing on a sample of 63 fourth year B.Ed. students in Bahrain, the study combines quantitative and qualitative methodologies to assess student perceptions about the utility and effectiveness of ZipGrade. Data were collected through a semi-structured questionnaire following the administration of a series of formative tests across selected course segments. The findings reveal a predominantly positive reception of ZipGrade among students, highlighting its ease of use, immediate feedback provision, and potential to more effectively engage learners in the assessment process. Challenges such as the necessity to physically print answer sheets, a predisposition towards multiple-choice questions, and infrastructural and policy-related barriers were identified, suggesting areas for further development and support. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1465942 |
| Database: | ERIC |
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| Abstract: | This descriptive study examines the effectiveness of ZipGrade, a digital assessment tool, in the context of formative evaluations within classroom settings, focusing on its deployment for multiple-choice question quizzes. This research contributes to the dialogue on the integration of information and communication technology to promote quality education and address the literature gap in providing immediate feedback to enhance the learning outcomes. Drawing on a sample of 63 fourth year B.Ed. students in Bahrain, the study combines quantitative and qualitative methodologies to assess student perceptions about the utility and effectiveness of ZipGrade. Data were collected through a semi-structured questionnaire following the administration of a series of formative tests across selected course segments. The findings reveal a predominantly positive reception of ZipGrade among students, highlighting its ease of use, immediate feedback provision, and potential to more effectively engage learners in the assessment process. Challenges such as the necessity to physically print answer sheets, a predisposition towards multiple-choice questions, and infrastructural and policy-related barriers were identified, suggesting areas for further development and support. |
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| ISSN: | 1499-6677 1499-6685 |
