Formative Testing Reading Using Socrative : A Case Study At SMA IT Al-Hikmah Blitar

This study explores the use of Socrative, a digital platform, in conducting formative reading tests in an English classroom. It aims to describe how the platform is implemented for reading assessments and to examine students’
responses toward its use. This research employed a qualitative case study approach involving one English teacher and three tenth-grade students at SMA IT AlHikmah Blitar. Data were collected through interviews, classroom observations, and documentation. The analysis was carried out using the Miles and Huberman interactive model, which includes data reduction, data display, and conclusion
drawing.The findings revealed that the teacher used various Socrative features, such as multiple-choice and true/false questions, to assess students' reading comprehension. Socrative was considered practical and effective, especially in delivering quick feedback and organizing students' test results. Students responded positively, highlighting the platform’s ease of use, instant results, and engaging
format. However, some challenges were noted, including limited time to complete tasks and a lack of visual appeal. Overall, Socrative contributed to more efficient and student-centered reading assessments. This study recommends that teachers optimize Socrative’s features by providing clear instructions and visually supportive materials. Schools are encouraged to support the integration of digital assessment tools to enhance learning. Future research may compare different platforms or involve more diverse educational contexts to broaden the understanding of digital formative assessment in EFL settings.