EVALUATION OF STUDENT PERCEPTIONS ON "MUDDIEST POINT" CLASSROOM ASSESSMENT TECHNIQUE IMPLEMENTED AS A FORMATIVE ASSESSMENT METHOD

The purpose of this study is to use “Muddiest point” classroom assessment technique as a type of formative assessment in Software Development Practices (ICT) course at University of Vocational Technology and to assess student perceptions on the technique. The study employed “Muddiest point” classroom assessment technique in the class and conducted a perception survey with regard to use of muddiest point assignments at the end of the course. As per the survey A majority of students 30 numbers agreed that Muddiest Point CAT is beneficial to the course (Mean =4.24 n=45) and 28 agreed Muddiest point CAT to be continued in the course.(Mean=4.22) 24 students agreed that The Muddiest Point CAT should be applied to other courses as well (Mean=4.18. 53% of students satisfied with the use of Muddiest point CAT for Classroom learning and 31% were extremely satisfied . The perception survey showed positive overall student perception on CAT used. And the technique can be used as a simple, but effective formative assessment method for Software Development Practices (ICT) cours