https://getkahoot.com/
Kahoot is an online interactive program, which allows users to create quizzes which can be accessed by a varied audience through an internet connection. Questions are generated by the user, with multiple choice or open form answers being options for completion. Once the quiz has been completed, Kahoot will generate a random game number, and participants can access that unique game by inputting the pin on their computer or mobile device. Points are given for the quickest correct answers, with incorrect answers getting no points. Participants can enter names, and their points are tallied and tracked after each question round. At the end of the game, a winner is shown with the highest accumulated points from all of the questions. The interface and design style is simple, clean and vibrant, creating an almost game show feeling for the players.
Strengths: The easily modified framework of Kahoot, from the ability to design the number of questions, level, content, and type of answers, allows for a great deal of customization within the quiz. Questions can even be designed not to test for one correct answer, but a variety of possible answers, varying degree's of responses and lead towards developing new questions. Kahoot can also serve as a conversation starter or a discussion group. Students can be asked to theorize on a topic, with the teacher moderating. The length of the quizzes can also be changed to have as few or as many elements as desired. The startup process, having students login, get ready, and the anticipation for a competition builds a great deal of excitement and interest. Many times students not engaged in a unit have become intensely focused because of this format. Competition can also be tempered by having students function in teams, sharing the responsibility of tapping the response and brainstorming before deciding on an answer.
Weaknesses: If used with lower grade levels, students can have a hard time logging in, or with the online format of the quiz. This can be solved by modeling and practicing the procedures for the quiz before, allowing students to build familiarity with the activity. Kahoot also suffers from being a very topical survey of student knowledge at times. This weakness is only an issue if relied on as a primary form of assessment without more rigorous, complete models of assessment incorporated before and after. To circumvent this, Kahoot is excellent as a diagnostic tool, to reinforce information, or to gauge a classes comfort and understanding, in a much more fun and interesting way than a green light/red light survey, or thumbs up poll. If done correctly, Kahoots can be a quick 5 – 10 minute recap of a previous unit, or used as an assessment tool to highlight important information. Another weakness is the access to devices and digital literacy. In my grade 8 class, we had some ipads we could borrow from the school, but other students were allowed to use their cellphones. In my current grade 4/5 class, cellphones are not available, so groups might have to be bigger to engage in the activity. This can pose a problem, however, if more time is given on each question, and the group is asked to reach a formal consensus, deliberating and discussing the information; that could quite easily turn into a positive.
Use as an Assessment Tool: I believe this is an incredibly effective tool if used correctly. Throughout my practicum I used Kahoot's as a treat for the students, at the beginning and end of units. It served as a primer to open discussion, posing probing questions to assess knowledge or interest in subjects, and also highlighted key points before other major assessments, such as quizzes, tests or culminating tasks. This allowed the validity of the assessment to not only be quite appropriate and high in the Kahoot itself, but also raise the validity of other assessments which followed. The Kahoot served as a buffer assessment for learning, allowing students to recognize areas that they were deficient on. It also served as a good class diagnostic for me, allowing me to see if students were actually comfortable with material, or if they needed further review and consolidation of knowledge.
The reliability however does come under some question. If every student has a device, then the results show some indication of individual understanding. However even in that best case scenario, that still allows for random guesses and chance to form a large part of the assessment. If used in groups, the dynamic and level of the students must be closely watched so that equal participation is maintained. This is a clear reason why Kahoot's should be used as assessment for learning, within a unit, and never as any kind of culminating assessment. However, reliability can be strengthened by pausing after a question, and initiating activities like turn and talks, or asking students to explain their choices orally. While this has direct links to the emphasis in Growing Success of assessment for learning, it does not quite meet the expectations of assessment as learning. To move from the former into the latter, further lessons, discussions, activities and assessments would be needed. I was also keenly aware of the benefits of the customization of the Kahoot's, which allowed me to differentiate between levels, and even learning styles. Within a quiz, I could ask different questions for different grade levels, allowing everyone to engage, while also using images, sounds and even videos to form questions or answers, allowing students with accommodations and modifications to succeed and engage with the material. Kahoot's also lessen the stigma and anxiety of formalized written quizzes and tests, changing the atmosphere of the class, encouraging students to participate rather than hide their understanding. One of the most effective Kahoot's I used, was when I mixed in questions from different strands and subjects, and occasional questions about myself. This allowed for a break in concentration, some fun, and increased the engagement of the class ten fold. Instead of just reviewing terms and concepts from pressure and force, students laughed about my grade 8 photo and how short I was, keeping them interested and learning even after the quiz was finished. As a final note, one creative way to use Kahoot's would be to actually assess the 6 Learning Skills and Work Habits that appear on report cards, progress reports and in the Growing Success document. Students could be asked to participate in a quiz which rated or assessed their own performance in the learning skills mid way through a unit, or after, engaging in meta-cognition and allowing them to revise their own habits and strategies for success. Asking questions about Independent Work or Organization would be a wonderful theme to continue openly throughout the year, having the students rating their own work habits as a class. Hopefully creating a fun and interactive quiz like this would help refocus those vital tools in a natural, intrinsic way, rather than teacher reminders or formal lessons. Kahoot's are an impressive tool, which if used correctly, can enhance and enrich a classroom, building on new technologies and ways for students to engage. The temptation to make simple, lazy and classic quizzes is quite dangerous though. Any teacher thinking about using this tool must continually question what they are assessing, what the point of the assessment is, and how that is furthering the learning and engagement of the students. A fun pop quiz is not nearly as useful as an interactive thermostat on classroom interest and understanding, opening new opportunities for discussion, learning and fun. I hope this critique provides some new ideas into how to incorporate this tool effectively.
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September 2016
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