Date of Award


Document Type

Action Research Project

Degree Name

Master of Arts in Education



First Advisor

Sarah Porisch


Education, Curriculum and Instruction


The purpose of this research was to identify which student response system when used during formative assessment would increase student engagement and learning. Students responded utilizing the Socrative application on iPads and individual white boards with markers on student response cards. The participants in this study were a group of five male students ages 1114 enrolled in a selfcontained (setting IV), emotional and behavioral program. We used various data collection methods to gather evidence that included ontask behavior, questions answered correctly, questions attempted, time spent in class, and student reflections. Our data showed that students were more inclined to be successful using the Socrative program than the response cards during formative assessment. Our findings indicate that students preferred Socrative over the response card method. Data also supported that students were more engaged and were more likely to answer questions correctly when using Socrative.

Keywords: formative assessment, student response systems, student response cards,


Included in

Education Commons