Lausanne, Switzerland (March, 2020): After education researcher and recent graduate of École polytechnique fédérale de Lausanne (in English: Swiss Federal Institute of Technology in Lausanne) Kevin Kappel conducted a five month long international study, he has concluded platforms that provide digital formative assessments such as Classtime provide several benefits for both educators and students.
When comparing technological to traditional formative assessments, Kappel relied on Classtime’s software to digitally test students. In particular, he was able to identify two zones where digital formative assessments outscored their counterparts without technological support: the teacher’s estimate of achievement and feedback from students. These two factors have been deemed huge components of students’ capability to learn by famed education researcher John Hattie, who conducted the meta-study “Visible Learning”.
Jan Rihak, CEO Europe of Classtime, had this to say about the results: “We’re honored to work with such a prestigious institution as the EPFL, and build on the deep research done and expertise by Professor Dillenbourg and his lab (Chili – Computer-Human Interaction in Learning and Instruction) to propel the future of learning forward.”
We’re pleased to see Classtime make a quantitative difference in the education world and are thankful that Kappel used our platform to study the impact digital formative assessments have on teachers and their students.