Abstract
Objective: This study aims to introduce Socrative (an online audience response system) as a
formative assessment tool in undergraduate medical curriculum and to assess the attitude and
perceptions of the students regarding the same. Methods: It was a questionnaire based cross
sectional study conducted for 6 months in 2019 using a free version of Socrative. Quizzes were
prepared and used as formative assessment to assess students’ learning of the physiology content
delivered in the modules of Special senses (Year II), Respiratory system (Year I) and Cardiovascular
System (Year I) at Shifa College of Medicine. Students’ survey was carried out online, at the end of
the quiz to record the perceptions of Socrative as an assessment tool. Data was analysed using SPSS21. Descriptive statistics were applied, p<0.05 was considered significant. For qualitative variables,
frequency and percentage were determined and for quantitative variables, mean and standard
deviation were determined. Test of association applied was independent sample t-test (for
quantitative variables). Results: Students reported a higher mean scoring preference for Socrative
based exam (50%) compared to the traditional paper based exam (37.1%). Majority (83.9%) of the
students evaluated Socrative as a user friendly tool, saves time and resources (86.6%) and provides
immediate feedback (88.7%). A good number of students suggested conducting more Socrative
based assessments in future (75.8%). Conclusion: Using Socrative as a tool for formative
assessment helps in providing timely and effective feedback, thereby enabling the students to reflect
on their performance and focus on important concepts.
Hira Moin, Sadaf Majeed, Khurram Irshad, Riffat Shafi, Ammara Yousaf, Ifra Ashraf. (2020) INTRODUCING ‘SOCRATIVE’ AS A FORMATIVE ASSESSMENT TOOL IN UNDERGRADUATE MEDICAL CURRICULUM, Pakistan Journal of Physiology, Volume 16, Issue 2.
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