Differentiated Assessment through Quizizz to Evaluate Learning of the Logarithmic Function in Upper Secondary Education

Abstract

This study aimed to design and validate a differentiated assessment instrument mediated by Quizizz to assess competency M.5.1.75 related to the logarithmic function among second-year upper-secondary students. An applied, descriptive-propositional design was used. The diagnostic phase combined a survey of 120 students, an interview with a mathematics teacher, classroom observation, and a diagnostic assessment. Written tests predominated (100%), technological resources were not used for assessment (100%), and 58.33% of students perceived learning logarithmic functions as very difficult. The main difficulties concerned mathematical procedures (48.33%) and graphs/problems (42.50%). Based on these needs, a 12-item Quizizz instrument was structured into basic, intermediate, and advanced performance levels. Three experts validated the proposal, yielding an overall mean of 3.77/4. Curriculum relevance, methodological coherence, mathematical relevance, mathematical representation, item distribution, and feedback reached 4.00/4. The instrument therefore shows adequate curricular and methodological coherence for pilot implementation; however, its effectiveness on student learning remains to be tested empirically.