Technological Tool for Formative Assessment in Higher Education:  ZipGrade

Bani Arora; Abdulghani Al-Hattami

doi:10.21432/cjlt28759

Authors

Bani Arora University of Bahrain
Abdulghani Al-Hattami Bahrain Teachers College, University of Bahrain

DOI:

https://doi.org/10.21432/cjlt28759

Keywords:

digital assessment, education quality, student feedback, teaching effectiveness, ZipGrade

Abstract

This descriptive study examines the effectiveness of ZipGrade, a digital assessment tool, in the context of formative evaluations within classroom settings, focusing on its deployment for multiple-choice question quizzes. This research contributes to the dialogue on the integration of information and communication technology to promote quality education and address the literature gap in providing immediate feedback to enhance the learning outcomes. Drawing on a sample of 63 fourth year B.Ed. students in Bahrain, the study combines quantitative and qualitative methodologies to assess student perceptions about the utility and effectiveness of ZipGrade. Data were collected through a semi-structured questionnaire following the administration of a series of formative tests across selected course segments. The findings reveal a predominantly positive reception of ZipGrade among students, highlighting its ease of use, immediate feedback provision, and potential to more effectively engage learners in the assessment process. Challenges such as the necessity for physical printing of answer sheets, a predisposition towards multiple-choice questions, and infrastructural and policy-related barriers were identified, suggesting areas for further development and support.

Author Biographies

Bani Arora, University of Bahrain

Bani Arora is a Lecturer at the Bahrain Teachers’ College of the University of Bahrain and holds a Fellowship of the Advance Higher Education Academy in the United Kingdom. Her research interests include teaching English as a second/foreign language (ESL/EFL) to young adults using flipped learning, scaffolding instruction, and educational technology.

Abdulghani Al-Hattami, Bahrain Teachers College, University of Bahrain

Abdulghani Al-Hattami is the Head of Initial Teacher Education at Bahrain Teachers College, and specializes in educational psychology, assessment, and research. A Senior Fellow of Advance Higher Education, Abdulghani holds a Ph.D. degree from the University of Pittsburgh, USA. His expertise includes statistical analysis, psychometrics, and English language teaching.

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