I’m thinking about developing Kahoot in my classroom. As I see it, Kahoot can not only function as an assessment tool but also can be used during the teaching practice. That is to say, it can implement assessment into natural learning and practice. What is more important, it is so much fun!
I’m not a classroom teacher in public schools. I don’t have a constant class for very long. My main work for these two years is to teach Chinese as either a heritage language or foreign language. I teach in different situations such as in the university, in a pre-k daycare, and in grade 1-12 public or private schools. I work as language instructors, cultural explainer, or lab assistant with students varied from young pupils to adults who learn Chinese. Normally there won’t be strict requirements for assessment. Thus, I prefer a tool that not only can function as an assessment tool but also can be adapted to variable learning scenarios, functioning as a fun exercising method.
I used the Kahoot several times, in Alec’s class, there were several groups using it during their group activity. In my English class, my instructor used that as well to help us review new words using Kahoot quiz. I felt it is a lot of fun. I was thinking about including it into my teaching, but I haven’t taken any actual step towards this goal. Maybe this blog is the start.
Kahoot makes it easy and fun to create quizzes. Students feel they just playing, but the practicing and assessing are achieved during competitive games. The format of competition enhances its nature being an assessment technology, as I feel the competing feature is good for keeping students focusing and thinking. It works as a student response system, which turns the basis for the assessment of the students.
Kahoot is helpful for students of all ages and can be used to assess any subject and any class. Teachers can very easily set up customized games or quizzes. When entering the code, questions, along with answer choices, are projected onto a classroom screen. Students can submit responses using a personal device, or doing a group work in a competing atmosphere. The feedback will be projected onto the screen as well to know winners and rankings.
The challenges of getting set up to use the tool would be the access to the Internet and students’ access to their personal devices. If there is no Internet or screens in the classroom, or students are forbidden to use tech devices in the classroom, it may not be able to use Kahoot to do assessments.
Through the funny video below, we can see students’ different responses to Kahoot, and notice some pros or cons of it.
Prons will be, students feel more engaged and motivated participated in Kahoot activity. Students have fun learning or reviewing in the games, without noticing they are under assessments. It removes learning pressures, text anxieties and delayed feedbacks. Teachers and students get instant feedback. Students get competitive in wanting to get points.
Cons will be, students need to bring their personal devices in order to participate in. Some schools may have restrictions on devices. For students who did not well in the game, they may build a low-esteem or just enjoy winning from random choices without truly analyzing questions.
Kahoot is a more formative assessment. The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning, while the goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark. Kahoot can be used frequently during the learning process, offering feedbacks about students’ achievements, as well as feedbacks to teachers how to adjust or improve teaching contents. It’s a more formative assessment than summative assessment.
I’m going to use it for assessment of vocabularies and cultural knowledge. Here is a very practical video teaching whoever wants to implement Kahoot into their classrooms, including me.