Use of Digital Randomizer for Assessment of Team-Based Storytelling: An Empirical Study

Abstract

Educators integrate technology in their classroom pedagogy to make teaching–learning more constructive, receptive, and open to different learning styles, developing a conducive environment for better engagement with learners. The present research intends to explore the use of Digital Randomizer created on the concept of Visual Management for classroom assessment with proper pedagogical planning and instruction, designed for Team-Based Storytelling. Thus, the study aims to understand students’ perspectives on the appropriacy of utilizing the designed Digital Randomizer and its effectiveness and objectivity as the instructional tool used for the classroom evaluation of undergraduate engineering students. It also focuses to study the students perception of using Team based Storytelling assessment for formative assessment of their speaking skills. For the study, a questionnaire was designed and circulated through Google Forms among all the students of the course. The findings of the study suggest that the Digital Randomizer makes the classroom activity interesting, dynamic, and more systematic with well-crafted instructions and, well-articulated outcomes.