A Review of ‘Quizalize’ as an Assessment Tool

Document Type : Original Article

Authors
1 English Department, Razi University
2 Literature and Humanities, English Language and Linguistics, Razi University, Kermanshah, Iran
10.22034/quipls.2026.2089543.1034
Abstract
Quizalize (https://www.quizalize.com) is a gamified AI tool designed for formative assessment that allows teachers to track real-time student progress and differentiate learning accordingly. This review provides an in-depth analysis of Quizalize, focusing on its effectiveness as a digital formative assessment platform. By evaluating the platform's technological and pedagogical features, this paper assesses its strengths and limitations. Quizalize’s gamification features increase student engagement and motivation, making learning interactive and fun without compromising educational integrity. Despite some limitations in accessibility features, Quizalize remains a robust tool for classroom and online learning environments.Quizalize is a web-based platform, also available as an app for iOS and Android devices, offering teachers an intuitive tool to conduct formative assessments. It supports multiple languages and is designed for use at all educational levels, making it accessible to a wide range of users. The platform requires minimal hardware, needing only a smartphone or computer with internet access, though some premium features require offline access, available through higher-tier subscriptions. The platform provides three pricing plans. The free ‘Quizalize Basic’ version includes live participation for up to 50 students, access to selected games, and limited reporting features. For more advanced functionality, teachers can subscribe to ‘Quizalize Lite’ at €3.49/month, which offers detailed reporting for up to 4 classes and allows for 50 students to participate in quizzes. ‘Quizalize Premium’, at €6.99/month, unlocks unlimited class creation, participation of up to 200 students, and enhanced features such as a Mastery Dashboard and access to Gradebook.
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Articles in Press, Accepted Manuscript
Available Online from 28 May 2026