Agile XR
  • Welcome
  • Key Project Learnings and Reflections
  • Project Result 1
  • 1 - Guide: Agile Teamwork in Web-Based Learning
    • Chapter 1 - Agile in Software
      • 1.1 Values in Agile Software Development
      • 1.2 Principles in Agile Software Development
      • 1.3 Agile Project Management and practices
      • 1.4 Agile Mindset
    • Chapter 2 - Agile in Education
      • 2.1 Agile Compass for Education
      • 2.2 eduScrum
      • 2.3 Agora schools
      • 2.4 Agile Learning Centers
    • Chapter 3 - Agile practices for project-based learning
      • 3.1 Sprint Planning and Execution
      • 3.2 Daily Stand-Up Meetings
      • 3.3 Collaborative Learning and Projects
        • 3.3.1 Project initiation
        • 3.3.2 Project planning
        • 3.3.3 Project execution
        • 3.3.4 Project performance/monitoring
        • 3.3.5 Project closing
        • 3.3.6 Agile rituals using Mural
    • Conclusions
    • Bonus: Interviews with Agile Experts
      • Interview with Yeremi Marín, ALC Facilitator at EduCambiando, Mexico
      • Interview with Ryan Shollenberger, Co-director ALC NYC
      • Interview with Willy Wijnands, Cofounder eduScrum
  • 2 - Video Tutorials: Agile Teaching Techniques
  • Project Result 2
    • 3 - Guide: Implementing VR/XR in Team-Based Education
      • Our Approach: Design-Research
      • State of VR for Education
      • How To Choose VR Hardware and Software
      • Testing and Benchmarking VR Platforms
      • Designing Virtual Environments for VR Learning
    • 4 - Manual: Spatial.io for VR-Enhanced Teamwork
      • Terminology in XR
  • Project Result 3
    • 5 - Workshop: Designing Blended Learning Courses
      • Session 1 - Redesign Project Framing
      • Session 2 - Understanding the Student Experience
      • Session 3 - Understanding the Teacher Experience
      • Session 4 - Blended Course Plan
    • 6 - Workshop: Enhancing Existing Lessons for Blended Learning
      • Session 1 - Quick Scan
      • Session 2 - Deep Scan
    • 7 - Lesson Plan Templates for Online and Hybrid Learning
      • LP1 - Intro to AI - Elementary School
      • LP2 - Planning Skills - Lower Secondary Level
      • LP3 - Intro Radioactivity - Higher Secondary Level
      • LP4 - Berlin Wall - Upper Secondary Level
      • LP 5-10 - Lifelab Project - Upper Secondary Level
  • Project Result 4
    • 8 - Guide: Mastering Effective Distance Learning
      • Module 1: Introduction
        • What is distance learning and is it expanding so fast?
        • Online learning
      • Module 2: Methods of implementing distance learning
        • Synchronous online learning
        • Asynchronous online learning
        • Blended learning and flipped learning/classroom
      • Module 3: Classroom management in online learning
        • Class management in distance learning and how to engage students in distance learning
      • Module 4: Promoting collaborative learning in distance learning
        • Collaborative learning in distance learning
        • Problem-based learning and project-based learning in distance learning
        • Cooperative learning in distance learning
      • Module 5: How to promote social interactions in distance learning
      • Module 6: Educational technology tools for distance learning
      • References
    • 9 - Reference Guide: EdTech Tools for Interactive Teaching
      • Module 1: Introduction
        • How to get more student engagement?
        • How can we make it more collaborative?
        • What can be done with less or no teacher support? (e.g. for flipped classrooms)
      • Module 2: EdPuzzle
      • Module 3: Socrative
      • Module 4: Trello
      • Module 5: Nearpod
      • Module 6: Google Drive, Microsoft OneDrive, etc. (Shared document tools)
    • 10 - Digital Tool: EdTech Decision-Maker
    • 11 - Report: Evaluating Agile and VR/XR Teaching Pilots
      • Introduction
        • The project "Augmented Agile teamwork for hybrid learning at Schools” (AgileXR)
        • Project Result 4: Pilot and Impact Evaluation and Lessons Learned
        • Brief Theoretical Framework
        • Pilot Teaching Experiences in the AgileXR Project
      • Aim of the report
      • Method
        • Participants
        • Materials
        • Data Analysis
        • Procedure
      • Results and discussion
        • Students' perspectives
        • Teachers’ perspectives
      • Educational implications
      • Conclusions
      • Bibliographical references
      • Appendix
        • Appendix 1. Pilot evaluation student questionnaire
        • Appendix 2. Pilot evaluation teacher questionnaire
        • Appendix 3. GDPR - Family authorisation for secondary school students
  • Translations
    • 12 - Multilingual Publication Translations
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  2. 9 - Reference Guide: EdTech Tools for Interactive Teaching

Module 3: Socrative

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Last updated 1 year ago

Socrative is an educational formative assessment tool. It is based on the prior development of questions, either by students or teachers, and offers three types of questions: short answer questions (open-ended), multiple choice, or true/false answers. To use it, students only have to use a device (computer, tablet, or mobile phone) and the code provided by the teacher to access the task, without the need to log in.

The great feature of Socrative is that the teacher can enter written feedback that will appear when answering the question, whether it is a success or a failure. This automatically provides immediate feedback to students, which can help them understand why their answer was wrong, for example.

This tool offers several ways of introducing the tool in the classroom:

  • "Test" or "Quiz": this is the best mode for learning (in our view). It is the simplest.

  • "Space race": this is the same as the quiz with the only difference being that it has a more competitive connotation and is related to gamification. Each student or team (each device) has a color associated with it and the teacher can project a race that is won by those who get the most questions right.

  • "Exit tickets" are an effective way to gather end-of-class feedback, allowing students to demonstrate what they've learned and for teachers to be sure that all teaching objectives were met.

Let's take a practical example, with pedagogical recommendations, of how to use Socrative:

The first thing to do is to think about the activity and the questions to be included (short answer, multiple choice, or true/false questions). Once the activity has been designed, we must specify how we want it to be developed when it is launched in the classroom, the app offers us three possible ways:

  • Student-guided: immediate results (and feedback if included by the teacher) are provided when answering each question (recommended option). The student does the activity at his/her own pace.

  • Student-guided (student navigation): Students will answer all questions and see the answers at the end (not so recommended). The student does the activity at their own pace.

  • Teacher-led: Where the teacher chooses which question they will answer.

In all these modes, the teacher can choose to randomize the order in which the questions appear to each student (or group of students). If the questions are in a particular order, it is best not to tick this option. On the other hand, if there is no problem in having them answered in a random order, this is a great option so that students are not attentive to listening to other pairs, for example, while debating which answer is correct.

Once designed and decided how we want to use the app, students or test participants must access the link "student login" and insert the code automatically assigned to that room. They can then start answering.

While they are answering, the teacher can see in real-time how many questions they have answered and whether they have got them right or not. This makes it possible to check if a student needs to be working or, on the contrary, if another student has answered too quickly without paying attention to the questions. Also, the report can be obtained at any time afterward (even days or weeks after the activity).

Practical recommendations from Socrative:

Socrative is a tool with many possibilities for formative assessment because through it we can dissociate grading from assessment, trying to analyze and monitor where our students are in their learning process, to emphasize the skills or content that we believe they need to improve or review. Socrative increases its formative power when students receive instant feedback on the questions, they are asked so that they can observe their mistakes in a clear way that is not distanced in time.

A pedagogical action that can be useful for both academic performance and learning is to perform different tests spaced over time to make students evoke content they have already seen and link it to the new content being taught. This is what we refer to as retrieval practice. This method is very effective when teachers propose different tests that involve small grades, promoting academic performance, and learning and serving to identify where the learning needs are and what needs to be reviewed. For further information visit

https://www.kirschnered.nl/2022/01/17/the-6-benefits-of-retrieval-practice-a-visual-guide/