MALITBOG GROUP:

RENALYN B. LOGUE
RICHE B. CAPILITAN
EPIFANIA M. BATOBALANI
NOEME B. BELOY

Learning Task: Reviewing Literature (Selected Topic from the Course Outline)
Directions: Choose at least 5 studies/papers relating to the topic chosen published in professional journals. Read thoroughly, extract and summarize
salient points in each study. Present the extracted and summarized version of the key points in a tabular presentation.

Objective of the Anchor Theory Methodology Findings Conclusions Limitations

study
Study 1 The study aims to Online Student The experiment took The results indicated To conclude, Saudi Although the
Introducing Socrative investigate the Response Systems the form of a pre- and that more than half of EFL students’ first participants of this
as a Tool for Formative attitudes of EFL (OSRSs). post-experiment the participants (63%) experiences of study had positive
Assessment in Saudi learners towards design, where the agreed that using Socrative were attitudes towards
EFL Classrooms, the use of mobile Experiential participants answered mobile based tests generally found to be mobile-based
Ameera Saeed Alharbi, based tests in Learning a pre-experiment would be simple and positive, testing, some
Zilal Meccawy, English classes survey about their effective. They used encouraging, and reported a few
September 2020 using Socrative as attitudes towards the phrases like “yes,” supportive for issues related to
a model for use of mobile phones “of course,” “I think it language Internet access,
assessment. in their language will be the same,” and assessment. There battery life, and
assessment. After “I don’t see much was a noteworthy minimizing on-
that, the participants difference if the change in students’ screen time. This
responded to a post- questions are the attitudes towards the finding corresponds
experiment survey same.” On the other use of mobile-based to the results of
about their new hand, (17%) of the tests pre- and post- Yoon (2017) whose
perspectives after participants disagreed the experiment. The participants
experiencing and thought that advantages of using reported issues
Socrative for the first paper-based tests mobile-based tests related to
time. The qualitative were easier than reported by the technology use in
data obtained from mobile-based tests. students far surpass the classroom.
both surveys were Several students the disadvantages, Besides, the
analyzed thematically, explained that they which are not more participants in the
and the categories “are used to paper- than a few technical current study, who
that emerged based based tests,” and issues that teachers preferred paper-
on the existing some said that they can easily overcome. based to mobile-
responses were “do not want to read EFL teachers, who based tests,
presented as English from a are willing to use explained that they
descriptive data in the screen.” Up to (20%) technology for found paper-based
form of percentages. remained undecided, formative tests more reliable
saying that they do assessment in class, since they did not
not know because are recommended to have to worry about
they have not use OSRSs like technical issues
experienced any form Socrative because it such as difficulties
of mobile-based has various useful in logging into the
testing. features. quiz room or
Furthermore, running out of
However, there was a Socrative has a more battery life. To
significant change in serious layout that overcome these
the students’ sets test-like mood challenges,
preferences after they unlike other game- teachers can avoid
experienced Socrative based OSRSs such such issues once
for testing as as Kahoot! For they point out to
indicated in Figure future research, this students that they
seven. Up to 77% of study can be need to bring fully
participants preferred replicated during charged mobile
mobile based tests real class time with a phones to class,
over paper-based larger number of and allow them to
tests in the post- participants. A log into Socrative at
experiment survey, comparative study of the beginning of the
whereas 17% the attitudes of both class to save time
preferred the female and male (Ohashi, 2015).
traditional paper- students can bring Also, teachers are
based tests over more insights into recommended to
mobile-based tests, EFL learners’ control the flow of
and only 6% remained readiness for mobile- the class and the
 neutral. based testing. Future distribution of time
researchers are also between teaching
advised to test other and Socrative
features of Socrative activities if they find
that facilitate in- that students get
class interactions distracted by their
such as ‘Space devices (Guarascio
Race,’ and the latest et al., 2017). In fact,
update of Socrative Socrative has a
in 2020 includes feature that enables
more useful features the teacher to
that support online control the
distance learning. transition between
Now that the test items, which
majority of students can be very
around the world beneficial in case
have better teachers wanted to
experiences of e- limit quiz time or
learning tools prevent their
including Socrative, students from using
it is essential to any supportive
conduct more applications such
research to as electronic
investigate its dictionaries. Yoon
effectiveness as a (2017) suggested
replacement for that technical
paper-based issues can be dealt
formative with if teachers use
assessment. pair/ group work
and enable mobile
phone sharing.

Study 2 The results of this Curriculum-based To address these On average across all The results of this The findings
Formative assessment review identify what measurement questions, the review the studies, formative study confirm the presented here are
and is known to be team conducted a assessment had a overall positive restricted to studies
elementary school effective and what Directed Formative comprehensive positive effect on effect of formative published from
student academic is not yet known to Assessment search of research on student academic assessment reported 1988 to 2014.
achievement: be effective about a range of achievement in earlier reviews Despite attempts to
A review of the formative Other directed interventions that met (Black & Wiliam, locate unpublished
evidence, Mary Klute, assessment for formative the definition of Formative 1998a, 1998b; reports (see
Helen Apthorp, Jason promoting student assessment formative assessment assessment in writing Kingston & Nash, appendix A), it is
Harlacher, academic (see box 1 on features comprised two 2011, 2015). This possible that some
Marianne Reale, achievement in the Computer directed and types of formative distinct types. Two consistency with relevant studies
September 2017 elementary school assessment assessment). Each studies investigated previous reviews, were missed.
grades study that met the formative assessment along with the Further, reports did
2 Teacher directed inclusion criteria was in spelling with requirement that not always include
assessment evaluated against special education studies meet all the information
WWC standards and students. Four evidence standards needed to rate
was assigned a rating studies examined to be included, lends studies and
(box 2). This report formative assessment continuing support calculate effect
includes only the in composition with to the claim that sizes. In these
studies that the older elementary formative cases the review
review team school students in assessment has a team tried to
determined met WWC grades 4–6. The positive impact on contact all the study
standards with or average effect size for student academic authors to request
without reservations. the studies achievement. the missing
More information investigating Findings from this information, but
about inclusion formative assessment study and from some authors could
criteria and in spelling (0.19) was previous research not be located,
procedures used to slightly lower than the (Kingston & Nash, some no longer had
search for and effect size for the 2011, 2015) indicate access to the
evaluate studies is in studies investigating that the required
appendix A. formative assessment effectiveness of information, and
in composition (0.22). formative some did not reply.
The average effect assessment varies The findings are
size was smaller for by subject area, with limited to general
reading (0.22) and larger effects when education students
writing (0.21), formative in the elementary
approaching the assessment was school grades and
threshold for a used during to students
substantively instruction in math receiving special
important effect than when it was education
used during instruction on
instruction in elementary
reading or writing. academic content.
The review is also
limited by inclusion
of only studies that
have comparative
group designs. A
review of impact
studies using
different designs,
such as single-case
designs or
regression
discontinuity, may
yield different
findings.
Moreover, formative
assessment has
different
characteristics and
types that might
account for
differences in its
effectiveness. This
review may not
have examined all
the influential
characteristics. For
example, not
enough studies
were located to
compare the
effectiveness of
different features
 within the student-
directed and other-
directed categories
(for example, self-
directed versus
peer-directed
formative
assessment or
teacher-directed
versus
computerdirected
formative
assessment).
Similarly, this
review did not
examine the
frequency of
formative
assessment, which
could influence its
effectiveness,
because the studies
reviewed did not
consistently
describe frequency.

Study 3 This study Online classroom A descriptive mixed The findings revealed An enormous Further empirical
(Using Technology for investigates the response system method design was that students believe amount of literature research is needed
Formative Assessment effectiveness of (CRSs) implemented in this in the importance of stressed the to investigate the
to Improve Students’ using the study. A formative assessment effectiveness of effectiveness of
Learning, Dr. Ismail classroom Technology based questionnaire was and receiving using formative using technology-
Elmahdi, Dr. response system formative used to collect data immediate feedback assessment in the based tools for
Abdulghani Al-Hattami, Plickers, which is a assessment from 166 students in which is supported by teaching and formative
Dr. Hala Fawzi, April technology based Bahrain Teachers the use of Plickers. learning process. assessment and
2018) formative Constructivist College, University of Moreover, the The main goal of the feedback on
assessment tool, in Approaches Bahrain. findings showed that current study was to students’
improving students’ using Plickers for determine the achievements and
learning. formative assessment effectiveness of performance.
aid the learning using the technology
process as it based formative
improves students’ assessment tool
participation; saves classroom Plickers,
the learning time, in improving
guarantees equal students’ learning.
participation The most obvious
opportunities, and finding to emerge
creates fun and from this study is
exciting learning that using
environment. The technology-based
findings also tools, such as
encourage instructors Plickers, enhances
to integrate formative
technology tools such assessment and,
as Plickers in their consequently,
classrooms to help improves students’
them assess the learning. In addition,
effectiveness of their it is found that
teaching and their students’
students’ learning. engagement is
improved, when the
teacher uses
Plickers for
formative
assessment which
leads to creating an
effective learning
environment that
promotes learning.
Furthermore, these
tools help in
providing
individualized
 learning and
engaging students
with the feedback
which, in turn, leads
to creating effective
teaching and
learning
environment. The
participants in this
study indicated the
importance of using
technology based
formative
assessment.
Moreover, using
technology-based
tools such as
Plickers helps in
providing feedback
and makes the class
interesting, fun and
informative.
Nevertheless, the
Ministry of
Education in Bahrain
encourages the use
of technology in all
education
institutions.

Study 4 This paper Collaborative Online Survey We have described an In conclusion, n/a.
(Assessment and e- describes different Digital Projects increasing number of drawing from a
learning: Current ways in which opportunities for number of research
issues and future digital technology Constructivist teachers to articles in the
trends Neil Cowie, can be used for Approaches incorporate various domains of digital
Keiko Sakui Author, language learning. lmss and Web 2.0 technology,
2015 ) It then identifies tools into their education, and
some key trends teaching repertoires. second and foreign
connecting These systems and language learning
assessment and tools can be used to this paper identifies
technology in assess individual three current issues
language learning skills or content in the use of
and higher knowledge (e.g., blog technology for the
education: the use writing, audio assessment of
of automated recordings, and language learning: 1)
systems to enhance vocabulary flash card there are many
traditional programs) and can be software tools that
assessment used to collect teachers can use to
practices; the use evidence of learning enhance traditional
of Web 2.0 tools to created within an e- forms of assessment
facilitate new Portfolio. They can be and ones that widen
assessment used to enhance the the possibilities of
practices; and, the assessment of more collecting evidence
increase in new traditional behaviorist to show learning; 2)
skills and content type activities where the spread of digital
areas in language students can practice technology has
learning which are a the fundamentals of resulted in new
consequence of the language skill knowledge areas and
rise in the use of development; for skills that teachers
technology. These teachers the speed need
are especially and ease of grading is to be aware of and
important in the a great advantage and will need to learn
creation of individual students how to assess.
collaborative digital can receive Digital technology
projects. The paper personalized seems especially
concludes by feedback which can suited to pedagogies
pointing out the increase their sense which focus on
implications of of autonomy. Such collaborative
these trends for technology can also projects and
pedagogy and be harnessed for teachers need to be
changing teacher collaborative project aware of
 roles. work where language concomitant issues
skills are developed in of digital literacy
the process of such as privacy and
creating digital plagiarism; and, 3)
artefacts. These language teacher
online tools can be roles are changing
used during a lesson and there may be
or for homework, on great pressure for
or off campus; but teachers to become
wherever or however more technologically
they are used there is fluent in the future
the potential for a but it is vital for them
teacher to use them to carefully examine
for assessment claims made for
purposes, and in technology, learning
particular to assess and assessment.
learning processes
that were previously
very difficult or not
possible to measure,
such as collaboration.

Study 5 This study aimed to Constructivist The study adopted a The results of This study aimed to The current study is
(IMPROVING investigate ten EFL Approach mixed method the study indicated determine EFL small in scale and
FORMATIVE teachers’ approach involving a that the participants teachers’ only reflects the
ASSESSMENT IN perceptions on their survey and a face-to- overwhelmingly perceptions on their practice of ten EFL
LANGUAGE use of GradeCam face interview with the valued GradeCam Go! use of GradeCam teachers
CLASSROOMS USING Go! to grade participants. due to its Go! to that used the tool to
GRADECAM GO!, Ferit multiple choice features such as grade multiple grade multiple-
Kılıçkaya , 2016) tests which they grading printed forms choice tests. The choice questions on
created to assess for multiple-choice results of the study grammar and
their students’ questions as well as indicated that the vocabulary.
progress, to give the immediate participants Moreover,
feedback and act feedback provided to overwhelmingly the study was
accordingly over both teachers and valued GradeCam aimed at
the six their students. The Go! due to its investigating the
weeks of the spring results of the study features such as participants’
semester at lower- also indicate that grading printed perception on the
secondary schools GradeCam Go! might forms for use of the tool.
in Turkey. be a very useful tool multiple-choice Therefore, further
for teachers working questions as well as studies could also
in schools with large the immediate examine the effects
classrooms where feedback provided to of using this tool on
technological both teachers and the possible
resources are rare. their students. The changes in
GradeCam Go! seems results of the study students’
to pave the way for also indicate that performances.
an easy and efficient GradeCam Go! might Specific aspects of
tool for teachers to prove to be a using this tool such
use regular useful tool for as monitoring
assessment through teachers working in students’ progress
frequent quizzes, give schools with large and giving
immediate feedback, classrooms where immediate feedback
and monitor student technological can also be taken
progress. resources are rare. It into consideration
is known that in
professional markers further research.
on the market may
cost too much for
schools to afford
them, not to mention
the need to have
special optic forms
required for
different needs.
Therefore,
GradeCam Go!
seems to pave the
way for an easy and
efficient
tool for teachers to
do regular
 assessment through
frequent quizzes and
give immediate
feedback and
monitor student
progress.

Study 6 To shed more light Self-Determination Using convenience The tasks that were The findings of the One of our study
(A Framework for on the motivational Theory of sampling implemented current limitations is its
Mobile-Assisted impact of mobile Motivation according to the study can provide small sample size.
Formative Assessment learning and proposed mobile- a good reference for Our research plans
to Promote Students’ assessment, the based formative educational include evaluating
Self-Determination, current study assessment researchers, other components
Stavros A. Nikou, and proposes a framework had a instructional of the framework,
Anastasios A. framework that significant positive designers, such as
Economides,2021) utilizes the capacity impact on student and educators. Our collaborative and
of mobile perceived levels of study personalized game-
technology to autonomy, is based on existing based learning that
support formative competence, and literature and aims promises to
assessments relatedness, to promote motivation
activities having the enhancing students’ consolidate and engagement as
potential to intrinsic motivation previous evidence well. Moreover,
promote student levels. Study findings related to the evaluation of the
motivation by highlighted the motivational impact framework will be
enhancing their capacity of the of extended to other
autonomy, proposed framework mobile learning and educational
competence and to guide the design of assessment in contexts, such as
relatedness. mobile-based one framework for higher education
formative assessment mobile-based where mobile-based
activities that assessments. assessments id
enhance and promote Implementing gaining further
student motivation. pedagogies that adoption.
The study makes a leverage mobile
theoretical technologies in
contribution by order to create
proposing a effective learning
framework that aligns and assessment
mobile learning and experiences still
assessment with remain a challenge
elements of the Self- in many cases [75].
Determination Theory The proposed
of motivation and also framework can be
has a practical considered as
contribution by an effort to present a
implementing mobile general guidance
learning and on developing
assessment practices mobile-assisted
that have the potential formative
to promote student assessments based
motivation. on features
of mobile devices,
SDT principles, and
pedagogical choices
used in the mobile
learning context.
For researchers,
the study can
provide a conceptual
connection between
mobile learning
and the Self-
Determination
Theory
of motivation.
Therefore,
understanding the
relation
between mobile
learning and basic
psychological needs
would lead to
more motivating
 mobile learning
design.
Study 7 To find new ways to Convergent Model Quantitative
(USING TECHNOLOGY engage online for Collaborative Experimental Design One of the important The biggest benefit The first limitation
TOOLS FOR learners with evaluation findings of this study of utilizing a Web 2.0 was the sample
FORMATIVE formative Using Independent is the time and effort tool for a formative size. The sample
ASSESSMENTS & assessments. Sample T-Test saved by online assessment for size for this study
Sarah N. Robertson, faculty members students within the was small and
Samia M. Humphrey, using this type of online classroom consisted of 12
John P. Steele,) technology for was the immediacy classes and 114
formative of scores and students from two
assessment. Using an feedback. Students beginning level
independent samples instantaneously university courses.
t-test, this study received elaborative The students were
found a feedback that all from two first-
nonsignificant described what they year series classes,
difference in quiz got wrong, why it which limited the
scores between the was wrong, and how content. However,
two formats (paper or it could be improved. different course
Socrative) for Without the Web 2.0 content may be able
formative tool, students would to utilize different
assessment. The have ended up technologies to
results suggest that waiting an average formally assess
Web 2.0 tools can be of 14 hours and 45 students. Other
just beneficial in minutes before course contents
helping students finding out how they may find other
prepare for a scored. technology tools or
summative approaches more
assessment. In beneficial to their
addition, when content or teaching
chosen wisely, these style. Future
tools can also research should
influence consider the
participation, student instructor’s ability
wait time for to use technology
feedback, and teacher tools and the
 grading time. impact of the
instructor’s
perception of
technology on the
implementation of
it. Additional
research could
explore the impact
on student
motivation and
satisfaction when
technologies are
incorporated.
Ultimately, it is not
about the
technology used
but how well it fits.
Study 8 In particular, this MLearning In light of the theories Accordingly, 56 Analysis of these Although the
(Using Mobile Phones article examines the New Learning as to how mLearning students who were projects indicates projects reviewed
to Improve Educational extent to which the Learner-centered should solve access registered in the that while there is point to a positive
Outcomes: An use of mobile problems as well as Department of important evidence role with respect to
Analysis of Evidence phones helped to facilitate new Technological in the developing mobiles as a tool to
from AsiaJohn-Harmen improve learning, the authors Education were tested world that mobile either access
Valk,Ahmed T. Rashid, educational sought to examine the with similar tests from phones impact educational
and Laurent outcomes in two existing evidence so a test bank by the educational materials or deliver
Elder,March 2010) specific ways: 1) in as to confirm, or traditional paper and outcomes by more learner-
improving access refute, the purported pen method as well as facilitating increased centred curriculum,
to education, and 2) benefits advanced by by simulated audio- access, much less future research
in promoting new the literature. To this mobile and evidence exists as to should investigate
learning. end, the authors visualmobile how mobiles impact the opportunity cost
identified relevant methods. The visual- educational of investing in
mLearning pilot mobile simulated outcomes by mLearning
projects by method involved the promoting new compared to the
conducting a search projection of learning. Regarding costs and benefits
of academic questions on a increased access, of other
publications and screen, to which feedback from investments in the
conference students responded participants in the educational sector.
proceedings, as well by sending their Philippines and It is possible that
as conducting a answers via SMS. The Mongolia projects investments in
general Internet audio-mobile indicates the educational
search. The projects simulated model convenience of infrastructure and
were selected involved a tape greater flexibility of materials, as well as
according to the recorder that played schedule that more traditional
following criteria: the questions out mLearning affords. teacher training,
1) Projects that loud, to which Likewise, might yield more
demonstrate the use students then participants in the significant
of mobile phones for responded by SMS. Bangladesh teacher beneficial
educational (formal All students therefore training program educational
and nonformal) had three sets of underscored the outcomes.
purposes, 2) Projects scores. A control benefits of being However, due to the
that were group and able to stay with absence of such
implemented in the experimental group their families and in comparative
low-income/lower- were selected from their schools for the studies, it is
middle income the participants, and two-week training impossible to tell.
countries of Asia- scores from the period. The mobile Moreover, very little
Pacific,i 3) Projects traditional method phone based teacher research in the
that clearly document were compared to training program developing world
results and have those of the mobile- also enabled the has looked at
evidence, both based methods. Bangladesh Ministry comparing the
qualitative and 128 of Education to costs and benefits
quantitative, such that extend access to of the different
definitive conclusions Analysis of the quality training in a technologies used
can be drawn projects indicates that more affordable to deliver
regarding the impact while there is manner. Of greatest educational
of mobile phones on important evidence of significance, services –
educational outcomes mobile phones however, is the fact traditional
via increased access facilitating increased that, as specifically technologies like
to education and/or access, much less shown by the television and radio,
via contribution to evidence exists as to Philippines, or newer ones such
promoting new how mobiles promote Bangladesh SMS, as computers and
learning. new learning. and Thailand mobiles – in order
projects, mobiles to ensure that
can reduce barriers governments have
to education while the appropriate
attaining educational information to make
outcomes that are, at wise investments.
minimum, The current debate
comparable to those about the relevance
of traditional of the One Laptop
educational Per Child initiative
methods. (OLPC, n.d.) for
developing
countries, for
example, has put
the need for
rigorous studies of
the comparative
value of various
technological
investments in the
educational sector
at the forefront of
information
systems research
agendas.