This research aims to explore the utility of Quizizz as a formative assessment tool within educational

settings, considering the evolving landscape where traditional assessment methods are giving way to

innovative technological solutions. Quizizz, a digital platform seamlessly integrating gamification and

formative assessment methodologies, has gained popularity owing to its dynamic and interactive

features. This study endeavors to delve into students' perspectives and experiences with Quizizz,

examining its alignment with formative assessment principles and identifying optimal strategies for its

integration into undergraduate education. Employing a classroom action research methodology, this

study centers on teacher-researchers' enhancements of their teaching processes through a cycle of

this study contributes to best practices for educators utilizing Quizizz as a dynamic formative

assessment tool.

Keywords: formative assessment, quizizz, EFL, ELT

Quizizz, una plataforma digital que integra a la perfección metodologías de gamificación y evaluación

formativa, ha ganado popularidad debido a sus características dinámicas e interactivas. Este estudio

pretende profundizar en las perspectivas y experiencias de los estudiantes con Quizizz, examinando su

alineación con los principios de la evaluación formativa e identificando las estrategias óptimas para su

integración en la enseñanza universitaria. Empleando una metodología de investigación-acción en el

aula, este estudio se centra en la mejora por parte de los profesores-investigadores de sus procesos de

enseñanza a través de un ciclo de investigación y acción. La investigación abarca las etapas de

planificación, implementación, observación y reflexión, utilizando datos de hojas de observación y

discusiones de grupos focales. Los resultados subrayan la eficacia de Quizizz a la hora de incrementar

la participación de los estudiantes, proporcionar retroalimentación inmediata y fomentar entornos de

Palabras clave: evaluación formativa, cuestionario, inglés como lengua extranjera, ELT

brings together gamification elements and formative assessment techniques, is one approach that has

been popularized in education settings (Fadiyah et al., 2023).

The integration of technology in education has redefined the learning experience for both students and

teachers, providing personalized and interactive learning opportunities (Van Eck, 2017). This

transformation has, in turn, reshaped the landscape of formative assessment, with educators actively

seeking digital methods aligned with the demands of the digital era (Shute & Ventura, 2013).

Quizizz, a technological tool at the forefront of this paradigm shift, offers a dynamic and interactive

formative assessment experience. This platform empowers educators to create and customize quizzes

accessible to students remotely. Students engage with quizzes through their devices, receiving instant

feedback and performance analytics that foster self-assessment and reflective learning (Suwarni et al.,

Assessment Methods Employed in Education

Assessment involves the systematic collection and analysis of evidence to inform educational decisions.

Two key types of assessment commonly used in education are formative assessment and summative

assessment. Formative assessment focuses on providing ongoing feedback and monitoring student

progress, while summative assessment evaluates overall learning outcomes and assigns grades. Together,

Summative assessments, on the other hand, are often given at the end of a learning period and are

primarily concerned with measuring success against established standards (Gronlund, 2013). They

provide an overview of students' overall performance and are frequently used for grading, program

evaluation, and accountability.

For decades, traditional assessments in education have been most frequently carried out by means of

paper tests, quizzes and assignments. These methods were at the center of assessing students' knowledge

and understanding. However, they have limitations that have prompted the exploration of innovative

assessment approaches.

One of the key impacts of technology on assessment practices is the shift from traditional pen-and-paper

at-risk students. When students respond incorrectly on a practice test, it also protects against

perseveration errors (Dunlosky et al. 2013).

Furthermore, technology has facilitated the development of formative assessment tools and platforms

that make use of digital capabilities. For example, online learning management systems (LMS) and

assessment platforms like Quizizz, Kahoot, and Google Forms have gained popularity in educational

settings (Raju et al., 2021) These platforms offer features such as instant feedback, automated scoring,

assessment experience for both teachers and students. It is well-suited to be used as a formative test tool

as teachers can download the tests reports and evaluate student performance after given a quiz (Perdana

& Permatawati, 2019) It offers a range of features that can contribute to student concentration,

participation, happiness, motivation, and student satisfaction (Chaiyo & Nokham, 2017). It presents

elements like leaderboards, avatars, and funny memes to create an enjoyable assessment environment.

These features make the assessment process more interactive, fostering students’ interest and

participation in learning (Zhao, 2019)

Quizizz also offers flexibility and accessibility. Teachers have the option to create and share quizzes that

can be opened by students from any device with internet access, facilitating both in-person and online

environments (Siti & Bambang, 2020). As a result of this flexibility, assessments can be completed at a

Quizizz stands out as an innovative formative assessment tool, enhancing the assessment experience for

teachers and students alike. Offering features such as leaderboards, avatars, and memes, Quizizz creates

an engaging assessment environment, fostering student interest and participation. Its flexibility,

accessibility, and self-paced mode further contribute to personalized learning experiences, making

Quizizz a valuable addition to modern educational practices.

to determine what is currently occurring; and the second to test a hypothesis. In this research, the

emphasis is on the first purpose; for that reason, the researchers are engaged in what is called descriptive

research. In descriptive research, the researchers not only consider their own experience, but also the

contribution of other authors since the information collected directs the course for understanding the

actions which need to be taken as to understand the strategies, the materials, and the outcomes by

collecting data (McCombes, 2023).

In education, the terms action research and practitioner research are often used interchangeably because

both types of research emphasize the role of the practitioner in conducting investigation in their

classroom and schools. Many times, teachers find themselves concerned about their practices and how

the learning process is conducting; hence, the need to contribute to understand current issues in the

The current study directs its attention to process targets as they are related to the techniques or strategies

which teachers want to use in their repertoire, in this specific case, an online platform. Process targets

give priority to the improvements or the usefulness of a specific method, strategy, or technique; for

example, the use of Quizizz for formative assessment (Bennett, 2011).

Classroom action research is done through a cycle and is designed into four steps. Kemmis and

McTaggart (1988) state that the research starts by planning for an action; then, the plan is implemented

during the four units; the quizzes were implemented at the beginning and at the end of a unit or topic.

Subsequently, an observation sheet including five categories was applied; the categories were the

following: (1) instructional design and preparation, (2) student’s engagement and preparation, (3)

immediate feedback and progress monitoring, (4) differentiation and individualized learning, (5) overall

assessment. In order to analyze the students’ perception concerning the use of Quizizz, two focus group

discussions also took place. To finish the cycle, the researchers organized and analyzed the data

collected from the two data collection techniques: the observation sheet and the focus group discussion.

As mentioned above, the observation sheet included five different categories and for the focus group

discussions, the teachers organized two face-to-face meetings where students could share their

perceptions about the use of Quizizz for formative assessment, challenges they faced, benefits they

For the findings analysis, first, the information collected from the observation sheet is presented; then,

students’ perceptions, comments, and suggestions from the focus group discussions are detailed. To

exhibit the observation sheet findings in a visual and reader-friendly format, a table is used.

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