Socrative: estrategia didáctica en la evaluación en estudiantes de educación básica.

Abstract

Socrative, as a didactic strategy, is a digital resource that facilitates educational assessment processes. It currently serves as a tool that strengthens assessment procedures within the educational system through quizzes in true/false, multiple-choice, and short-answer formats, all of which are created and graded in real time. Its discovery has enabled its increasing application in assessment processes to fulfill educational purposes. Objective: To analyze the theoretical and methodological foundations of Socrative as a didactic strategy for assessing basic education students, through the review of several academic and scientific articles aimed at improving the assessment process and enhancing content comprehension among students in basic education. Methodology: This research is based on a bibliographic systematic review matrix, which summarizes the digital databases consulted. UNESCO thesauri supported vocabulary identification. The digital databases of the Catholic University of Cuenca included Scopus, Redalyc, SciELO, Web of Science, ProQuest, and ERIC. A total of 15 articles were selected, each related to the implementation of Socrative as a didactic strategy in the assessment of basic education students. Results: Socrative is a digital tool that offers multiple benefits for teachers by reducing grading time and for students by promoting in-depth analysis and the development of critical thinking skills. Keywords: Socrative, assessment, education, technology, inter-learning