TikTokification Trends in Early Adolescence: Teachers Perspectives on Learning Assessment
Keywords:
Assessment as Learning (AaL), TikTok Trends, Digital Pedagogy, Formative Assessment, Teacher PerspectivesAbstract
This study explores how TikTok trends are adapted and utilized as strategies for Assessment as Learning (AaL), emphasizing students’ active role in self-reflection and metacognitive development. Using a qualitative approach, data were collected through semi-structured interviews involving secondary school teachers who incorporated trending TikTok formats into learning tasks. The findings reveal that teachers strategically modified viral trends to align with learning objectives, assessment criteria, and reflective activities. Rather than merely replicating entertainment content, educators transformed trends into structured academic tasks that encouraged creativity, critical thinking, and self-assessment. Participants reported increased student engagement, stronger ownership of learning, and improved reflective skills. However, challenges emerged, including time constraints, digital literacy gaps, and the need to maintain academic rigor while leveraging popular culture. The study highlights the pedagogical potential of adapting social media trends for formative purposes and contributes to the growing discourse on digital innovation in assessment practices. Implications for instructional design and teacher professional development are discussed.
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