Assessments can be fairly intimidating for students and teachers alike. As a teacher, I am realizing how freaked out I can get looking at stacks of papers to correct and then write feed backs ( by the way feed backs need to be specific and customized, which can add to teacher's load ). After analyzing this situation which is definitely not a plus for a teacher, I started looking for alternative solutions. So when we learnt about Socrative as an assessment tool that can potentially lessen some, if not all of the burden of grading, I was more than thrilled. Since then I have learnt a lot about the tool, and also learnt a lot how to smartly set the quizzes to get maximum insight to students' learning.
When I take over the classes this semester, I have decided to use Socrative based formative assessments as frequently as every class hour, so that me and my students can move away from the 'intimidation' phase of assessments and move closer to more iterative and constructive ways of learning using mindful self-assessments.
I like the sound of this, Subha, and I'm eager to hear much more about a specific instance of your use of Socrative, the thinking behind the use, and your reflections on the experience, and what seemed to happen with/for the students as well as your sense of how the tool served you pedagogically, and how you leveraged it.
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