Abstract
This study explores the use of Plickers as a formative assessment tool in Uzbek public schools. Formative assessment plays an important role in supporting student learning through continuous feedback, yet its implementation can be challenging in low- resource classrooms. The study was conducted with the Lower secondary students of Jizzakh Presidential school in Uzbekistan. A classroom-based quasi-experimental design was used to compare the effectiveness of Plickers with traditional assessment methods. The findings indicate that Plickers improves student engagement, enables real-time feedback, and helps teachers quickly identify misconceptions. In addition, the system allows efficient analysis of both individual student performance and question-level responses. The results suggest that Plickers is a practical and effective tool for formative assessment, particularly in contexts where access to digital devices is limited.References
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