The Development of Teachers and Students in Creating Online Assessments through the Quizizz Application to Enhance Educational Measurement and Evaluation at Ban Chad School under the Office of Kalasin Primary Educational Service Area 3

Abstract

This research consists purposes were 1. to investigate the problems faced by teachers in creating online tests using the Quizizz application in order to improve measurement and evaluation practices at Ban Chad School under the Office of Kalasin Primary Educational Service Area 3 2. to explore guidelines for developing teachers’ competencies in creating online tests using the Quizizz application to enhance educational measurement and evaluation at Ban Chad School under the Office of Kalasin Primary Educational Service Area 3 and 3. to monitor and evaluate the outcomes of teacher development in creating online tests using the Quizizz application for improving educational measurement and evaluation at Ban Chad School under the Office of Kalasin Primary Educational Service Area 3. This study employed a quantitative research design. The research instruments included: a knowledge and comprehension test (IOC = 0.80–1.00, Cronbach’s Alpha = 0.86), a teacher attitude scale (IOC = 0.80–1.00, Cronbach’s Alpha = 0.89), a learning management plan quality assessment form (IOC = 0.80–1.00), an online test construction skills assessment form (IOC = 1.00), a behavioral observation form (IOC = 0.67–1.00), and a satisfaction questionnaire (IOC = 0.80–1.00, Cronbach’s Alpha = 0.97). The sample consisted of 7 lower secondary school teachers and 21 student representatives, selected through purposive sampling. The collected data were analyzed using statistical methods, including mean, standard deviation, percentage and descriptive content analysis. The research findings revealed that 1) Problems in creating online tests indicated that teachers lacked knowledge, understanding and skills in developing online tests using the Quizizz application. The mean pre-test score was 10.14 out of 20 (S.D. = 2.12) and teachers’ attitudes prior to the development were at a low level (x̄ = 2.00), due to heavy workloads and the absence of continuous support systems 2) Appropriate teacher development approaches consisted of three main strategies: 2.1) self-study through training manuals 2.2) participation in workshops and 2.3) internal supervision for follow-up and mentoring and 3) Results of the development follow-up showed that 3.1) Teachers’ knowledge and understanding significantly improved, with a post-development mean score of 88.55% (x̄ = 17.71, S.D. = 1.11). The average relative gain score was 77.33% (S.D. = 9.21), which was at a very high level and all participants exceeded the 70% criterion 3.2) Teachers demonstrated online test construction skills at a very high level (x̄ = 4.40, S.D. = 0.49), and their ability to design technology-integrated lesson plans was at a high level (x̄ = 4.40) 3.3) Teachers’ attitudes toward online test construction were at the highest level (x̄ = 4.51) 3.4) Students’ satisfaction with learning through the Quizizz application was at the highest level (x̄ = 4.57, S.D. = 0.51). Furthermore, the After Action Review (AAR) revealed that the Paper Mode function was a key innovation that effectively addressed inequality in students’ access to digital devices in a sustainable manner.