Investigation of Traditional and Web 2.0 Supported (A Sample of Kahoot) Formative Assessment and Evaluation in Science Course

Abstract

The purpose of this study is to examine the views of the course teacher, students’ and participant researcher’s field notes about traditional (smart board, pen and paper, oral) and Web 2.0 supported (A Sample of Kahoot) formative assessment in 5th grade science course. The study employed case study design. The participants of the study were a science teacher, 58 students and a participant researcher. The data of the study were obtained from a semi-structured teacher/student opinion form and field notes consisting of the participant researcher’s observations. The data were analysed descriptively with Maxqda Plus software. At the end of the study, common positive views on traditional and Kahoot formative assessment were determined; however, in Kahoot formative assessment, it was determined that the teacher had difficulty in classroom management (too much
noise in the classroom environment). In the traditional formative assessment process, students stated that they disliked solving the questions on the board incorrectly and in the Kahoot formative assessment process, they disliked the competitive environment in the classroom. In line with these results, it can be said that in order for formative assessment to achieve its purpose, teachers need in-service training on classroom management and creating a classroom environment where students feel comfortable.