EVALUATION OF THE EFFECTIVENESS OF THE SOCRATIVE ONLINE PLATFORM AS A DIGITAL ASSESSMENT TOOL FOR 11TH GRADE STUDENTS IN BIOLOGY

Abstract

In the context of digital transformation in education, online assessment tools play a significant role in increasing the efficiency of the learning process and ensuring an individualized approach to students. This article presents the experience of using the Socrative online platform as a tool for formative and summative assessment of high school students’ knowledge in the subject of Biology. A pedagogical study was conducted to compare the results of summative assessments (SAU and SAT) completed in the traditional in-person format (1st-3rd terms of the 2019-2020 academic year) with those obtained through Socrative during the period of distance learning caused by the COVID‑19 pandemic (4th term). The analysis of quantitative data from 55 students revealed no statistically significant spikes in assessment results, which suggests the objectivity and reliability of online assessment and adherence to academic honesty principles by students. The platform was actively used both in the classroom and at home, contributing to students’ autonomy and engagement. Teachers were able to download individual student reports in PDF format, perform qualitative reviews, provide detailed feedback, and discuss common mistakes in an anonymized format, fostering a psychologically safe learning environment.

The findings of the study confirm the high effectiveness of the Socrative platform as a universal assessment tool, as well as its applicability in blended and remote learning environments. The article concludes with practical recommendations for integrating the platform into everyday teaching practice.