- Socrative is a Web-based student response system. It is a quiz-based, formative assessment tool.
- Librarians, teachers, or other instructors are free (allowing 50 students and 1 room for free version) to register, create quizzes, and deploy in classrooms or in other audience response situations at no cost.
- Teachers can download an Excel spreadsheet with data on overall class performance. Individual student reports are also available to download in PDF format.
- Main features: the flexibility of creating and responding to questions via the Socrative Web sites or native iOS and Android applications, and Quick Question which allows students to answer a multiple choice, true/false, or open-ended question in real-time.
Source: Miller, K. (2014), Nawalaniec, N. (2015) https://blogs.umass.edu/onlinetools/assessment-centered-tools/socrative/
|Results of a certain question|
|Students’ quiz results|
Literature and other sources
- Awedh, M., Mueen, A., Zafar, B., & Manzoor, U. (2015). Using Socrative and smartphones for the support of collaborative learning. International Journal on Integrating Technology in Education, 4(3). doi:10.5121/ijite.2014.3402
- Balta, N., Perera-Rodríguez, V., & Hervás-Gómez, C. (2018). Using socrative as an online homework platform to increase students’ exam scores. Education and Information Technologies, 23(2), 837-850.
- Balta, N., & Tzafilkou, K. (2019). Using Socrative software for instant formative feedback in physics courses. Education and Information Technologies, 24(1), 307-323.
- Guarascio, A. J., Nemecek, B. D., & Zimmerman, D. E. (2017). Evaluation of students’ perceptions of the Socrative application versus a traditional student response system and its impact on classroom engagement. Currents in Pharmacy Teaching and Learning, 9(5), 808-812.
- Kokina, J. E., & Juras, P. (2017). Using socrative to enhance instruction in an accounting classroom. Journal of Emerging Technologies in Accounting, 14(1), 85-97.
- Méndez, D., & Slisko, J. (2013). Software Socrative and smartphones as tools for implementation of basic processes of active physics learning in classroom: An initial feasibility study with prospective teachers. European Journal of Physics Education, 4(2), 17-24.
- Miller, K. (2014). Socrative. The Charleston Advisor, 15(4), 42-45.
- Nawalaniec, N. (2015). Socrative (Snowy release). Journal of the Medical Library Association, 103(4), 236-239.
- Wash, P. D. (2014). Taking advantage of mobile devices: Using Socrative in the classroom. Journal of Teaching and Learning with Technology, 3(1), 99-101. doi:10.14434.jotlt.v3n1.5016