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Quiz Socket

Materials required
Implementation procedure
Strategy in practice

  • Devices (computer, tablet, or mobile)

  • Internet connection

  1. Navigate to quizsocket.com and with the click of a button, you’ll have a quiz ready to distribute.

  2. The quiz is simply an A-D multiple choice layout (no customization). Quiz Socket doesn’t allow you to 

Things to keep in mind

  • Cost: free

  • Pros:

    • Extremely quick: It will take you less than a minute to create the quiz.

    • Entirely free—no hidden feature buried in a paid account

  • Cons:

    • Limited user interface; there’s one and only one question type available

    • Questions and responses must be posted elsewhere. The tool doesn’t have any authoring permissions for quiz creators.

​author in questions or responses to the interface. Instead, pose the questions and possible responses through a different medium (e.g. saying them out loud or posting them on the board) and ask students to respond via their computer or phone.

Middle school science teacher Trevor just wrapped up a dense chapter on metabolism. He was worried about this unit; it proved to be the weakest area of comprehension among his students last year.

 

Trevor planned before class to pose three questions to his students via Quiz Socket. The class uses a Chromebook cart regularly, so he knew device and internet access wouldn’t be a problem. He typically uses Quiz Socket when he wants to poll the class because it takes so little time to set up. Quiz Socket allows for one question type: a multiple choice question with four possible responses. Trevor also knew that Quiz Socket didn’t allow for customization, so he needed to post his questions and answer choices elsewhere.

He projected the questions on a slide in front of the class and shared the website they needed to navigate to. The first two questions tested basic comprehension. The third was a temperature reading:

 

“I understand everything we learned today.”

- Agree

- Disagree

- I owned this! 

- Not even a little bit

 

Trevor opted not to project the results to the class, as he didn’t want to publicize how much the class knew or didn’t know at that time. Instead, he verbally talked through the first two questions and used the responses to the last one as evidence that he needed to return to the material the next day.

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