Formative Reading Assessment Using Socrative A Case Study at SMA IT Al-Hikmah Blitar

Abstract

The development of digital technology plays an important role in education, particularly in formative assessment that enables teachers to monitor students’ learning progress effectively. This study aims to analyze the use of the web-based application Socrative in formative reading comprehension tests and to explore students’ responses toward its implementation. A qualitative case study was conducted at SMA IT Al-Hikmah Blitar with one English teacher and three tenth-grade students selected through purposive and snowball sampling. Data were obtained through classroom observation, interviews, and documentation, then analyzed using the interactive model of Miles and Huberman through open, axial, and selective coding. The findings show that Socrative simplified the process of preparing and conducting reading tests, provided immediate feedback, and created a competitive atmosphere that motivated students. However, some students reported challenges such as the simple display, limited interactivity, and time pressure, which made them prefer traditional or gamified platforms. In conclusion, Socrative can serve as an effective tool for formative assessment in reading comprehension, but it requires complementary strategies to maintain students’ engagement and motivation. The results contribute to the development of digital assessment practices in secondary language learning and provide practical insights for teachers in integrating technology into classroom evaluation.