Running head: USING WEB-BASED FORMATIVE ASSESSMENT TOOLS

Using Web-based Formative Assessment Tools

Andrea Barrett, Jessica Cooter, Chanda Jackson, & Tom Nykamp
Dr. Jennifer Courduff
Liberty University
March 8, 2015

USING WEB-BASED FORMATIVE ASSESSMENT TOOLS

Using Web-based Formative Assessment Tools

Measuring the learning experience of students to ensure they are grasping content and retaining
what is learned is a vital role of assessment. Experts and educational technologists stress that
web-based assessment plays an important role in improving the quality of student learning
experiences (Oz, 2013). Instructors must be able to incorporate web-based formative assessments
into their lesson plans. This project will focus on how teachers can transition from traditional
paper-and-pencil formative assessments to utilizing different web-based assessment tools to
measure their students learning experience. The web-based formative assessment tools that are
discussed in this report are Kahoot! and PearDeck. Finally, teachers will learn researchbased strategies for applying formative assessment results for effective reteaching.
Keywords: formative assessment, web-based assessment, learning experience, Kahoot!,
PearDeck and Google Forms.

USING WEB-BASED FORMATIVE ASSESSMENT TOOLS

Using Web-Based Formative Assessment Tools

Note: A web-based version of the components of this report can be accessed at
http://kennedy57.edublogs.org/
Needs Identification
Teachers are expected to differentiate their instruction, but time constraints prevent them
from doing so (Doubet, 2012; Horn & Staker, 2015). Formative assessment is the foundation to
effective instruction, since the information gleaned from formative assessments helps instructors
revise teaching strategies to target student needs (Black & Wilam, 1998). Additionally,
formative assessment, which also takes extra time (Horn & Staker, 2015) is necessary for
differentiated instruction to meaningfully take place (Doubet, 2015). Web-based assessment
tools can reduce the time teachers spend implementing formative assessments and compiling the
results (Horn & Staker, 2015). In this report, we will focus on web-based assessment tools that
promote formative assessment.
Goal Statement
Grades six through 12 teachers in Naperville Community Unit School District 203
(NCUSD 203) will incorporate web-based assessment tools to integrate formative assessment
and its ensuing feedback into their instruction. According to Clarke (2012), feedback underpins
formative assessment, and both happen when learners are encouraged to articulate their tacit
knowledge (existing motives, ideas, opinions, beliefs, and knowledgeable skills) (p. 209).
Feedback facilitates self-evaluation, which occurs when learners identify their current progress
towards a specific learning outcome (Molloy & Boud, 2014). Feedback motivates self-directed
learning (Theunissen & Stubbe, 2014); according to Knowles (1975), having learners identify

USING WEB-BASED FORMATIVE ASSESSMENT TOOLS

their own learning needs is a component of self-directed learning (as cited in Skiff, 2009), and
this diagnosis occurs with the feedback (Molloy & Boud, 2014) that ensues from formative
assessment (Clarke, 2012). This goal thus aligns with the mission statement of NCUSD 203, for
a component of this mission statement is to teach students to be self-directed learners (NCUSD
203, n.d.). Additionally, according to the International Society for Technology in Education
(ISTE), teachers should use technology to affect self-directed learning in their students (ISTE,
2008).
Task Analysis
The overall goal of this instructional design project is to have teachers use web-based
formative assessment tools to enhance learning effectiveness (Wang, Wang, Wang, & Huang,
2006). All other tasks are planned backwards from this. Teachers will be trained on how to
convert traditional, paper-and-pencil multiple choice and short response quizzes into two webbased assessment tools: Kahoot! and Pear Deck. Teachers will be notified a week before the
workshop date that they will be expected to bring these pre-written quizzes to the workshop
along with their laptops that have working Internet access. For the workshop, teachers will be
seated in groups of three to four; ideally, teachers will be arranged in groups by grade level and
subject area. For example, sixth grade science teachers will sit with other sixth grade science
teachers and ninth grade mathematics teachers will sit with other ninth grade mathematics
teachers. For the rest of this report, the phrase large group will refer to all of these groups
together, while the phrase small group will refer to these different grade- and subject-level
groups.
A week before the workshop begins, the presenter will send a Google forms survey that
assesses the teachers prior knowledge of using the Internet. See Appendix 1 for a copy of this

USING WEB-BASED FORMATIVE ASSESSMENT TOOLS

survey. The survey results will return to the presenter via a spreadsheet. The presenter can then
use the web research guide available from Houghton Mifflin Harcourt Publishing Company
(2008) and Beal (2015) to teach the learners prerequisite Internet navigation skills at the
beginning of the workshop. Per the survey results, the learners might need instruction in
additional Internet navigation skills (Crumrine & Demmers, 2007). After verifying that all of the
learners have basic Internet navigation skills, the presenter will commence teaching the three
main objectives of this workshop.
Also a week before the date of this workshop, the teachers will complete a survey that
collects information on their current definition of formative assessment, how frequently they
implement formative assessments, ways they formatively assess, and obstacles that prevent them
from formatively assessing. See Appendix 2 for a copy of this survey. The presenter will receive
the survey results via an Excel spreadsheet. These survey results will be incorporated into the
PowerPoint presentation that will structure the discussion that opens teaching the three main
objectives of this workshop. See Appendix 3 for a copy of this PowerPoint presentation. This
discussion will focus on formative assessment and feedback. The presenter will define the three
major types of assessment: diagnostic, formative, and summative (Northern Illinois University,
n.d.). Then the presenter will share some of the teachers survey definitions of formative
assessment followed by Clarkes (2012) defintion. The presenter will also explain that formative
assessment causes significant learning gains (Black & Wiliam, 1998), and thus should be
implemented frequently and effectively. The presenter will also share the obstacles to formative
assessment that some of the teachers indicated on their surveys. Finally, the presenter will
explain that Kahoot! and Pear DeckTM help teachers overcome these obstacles so that they can
formatively assess more frequently.

USING WEB-BASED FORMATIVE ASSESSMENT TOOLS

Teachers will first experience using Kahoot! in a small group setting; the presenter will
have the teachers visit kahoot.it and log-in with the game pin number to take a fun trivia quiz.
The presenter will then show the large group the score report screen of Kahoot!, and the
teachers will discuss how to use these formative assessment results for reteaching. Then the
presenter will guide the teachers through converting their pencil-and-phe paper multiple choice
quizzes to a Kahoot! quiz. When they are finished with this conversion, the teachers will take
turns administering their quizzes to their small groups and then in their small groups, they will
view the various Kahoot! quiz results and discuss how to apply these results to reteaching.
Before the teachers can use Pear DeckTM, they will have to create a Google account.
After the Kahoot! presentation and small group work time, there will be a 30 minute break.
However, teachers who need to create a Google account will be expected to stay with their
laptops and the presenter will guide them through the steps of creating a Google account. See
Appendix 4 for more details on this. When the full workshop resumes, the presenter will take
the teachers through a quiz on Pear DeckTM that assesses their knowledge of Kahoot! See
Appendix 5 for more details on this. Afterwards, the presenter will guide the teachers in their
small groups through converting their traditional pencil-and-paper multiple choice and short
response quizzes into a Pear DeckTM quiz. The teachers will then take turns administering their
quizzes to their small groups and then in their small groups, they will view the various Pear
DeckTM quiz results and discuss how to apply these results to reteaching.
For the final portion of the workshop, the presenter will facilitate a discussion with the
large group of teachers on how to use formative assessment for reteaching. See Appendix ___
for the PowerPoint that will structure this discussion. During this discussion, the presenter will
share the requirements for effective formative assessment (Crumrine & Demers, 2007; Hattie &

USING WEB-BASED FORMATIVE ASSESSMENT TOOLS

Timperley, 2007; Molloy & Boud, 2014) and how to apply formative assessment results for
reteaching (Bakula, 2010; Hattie & Timperley, 2007). A month after the workshop, the attendees
will receive a final Google forms survey that collects information on their frequency of using
formative assessment, particularly web-based formative assessment, and also the web-based
formative assessment tools they prefer and any learning gains they have observed since
incorporating more web-based formative assessment.
Learner and Context Analysis
All of the teachers have completed at least one year of full-time teaching. They are all
grades six through twelve teachers working in the Naperville Community Unit School District
203 attending a professional development day. They all teach close to 10,000 students only core
academic subjects such as math, history, language arts, foreign language, and science from
grades six through twelve (www.naperville203.org). All of the teachers have state certification
for their grade and subject area. They are all college-educated, so they communicate effectively,
they are resourceful, and they are well versed in pedagogy. Through their teaching, they show
that they know the importance of learning about their students as individuals and meeting
individual needs. In addition, each teacher must uphold to the NCUSDs philosophy of
assessment where educators need to have the knowledge and skills necessary to create,
administer, and interpret assessments in order to achieve results providing information that is
valuable in designing educational opportunities that promote student achievement and meet the
the needs of all learners (www.naperville203.org).
The instructional designer needs to be aware of the knowledge, skill, and ability of the
learners (Dick, Carey, & Carey, 2005, as cited on EDUC 633 Module 3 Part 3, 2010). All of the
learners use the following Microsoft tools: Word, PowerPoint, Outlook, and Excel. Most of the

USING WEB-BASED FORMATIVE ASSESSMENT TOOLS

learners regularly incorporate web-based activities, such as webquests and online animations,
into their lessons. Most of the learners are familiar with some forms of web-based assessments.
They regularly use the Internet for lesson resources and communicate through email. Most
teachers have an awareness of social media such as Facebook, Twitter, Instagram, etc.
According to the Dick, Carey and Carey Model it is essential for the instructional
designer to be aware of the perceptions the learners have of the content being presented during
this workshop (Dick, Carey, & Carey, 2005, as cited on EDUC 633 Module 3 Part 3, 2010). Most
teachers perceive web-based assessments as a resourceful method of improving the quality of
student learning. The teachers attending this workshop wish to utilize web-based assessments
within their classrooms; however, they have not had adequate time or training to begin
incorporating them into their lessons. Most teachers view this workshop as a report on the latest
trend that will need to be implemented in their curriculum, and thus most teachers are invested in
adopting this new method of teaching into their lesson planning to fall in line with vision and
philosophy of the district.
Most teachers perceive management as providing them with the resources to develop
their knowledge and skills that coincide with the advancement of technology, and the NCUSD
203s vision. Also, most teachers recognize that individuals who currently teach promote many
new initiatives, and thus they are quick to acknowledge the positive nature of the new initiative.
Most teachers respect those peers who are committed to the craft of teaching and meeting the
needs of their students, and to earn and keep this collegial respect, many teachers strive
constantly to improve. Most teachers in this workshop audience are highly motivated to adopt a
new teaching method when they immediately see a high probability that it will help them to

USING WEB-BASED FORMATIVE ASSESSMENT TOOLS

teach more effectively, increase learner achievement, and/or meet the needs of all of their
students.
Amongst the teachers, there is a variety of learning preferences. Some teachers prefer
visual presentations, while some teachers are more auditory or tactile learners. Some teachers in
this audience prefer lecture while others prefer discussion. Of those teachers who prefer
discussion, some teachers prefer a large group while others prefer a small group. We will ensure
that we meet the different learning styles throughout the workshop by including activities that
target each learning style.

Instructional Objectives
1.
1.1.
1.2.

Use Kahoot!
Performance: The learner will use Kahoot!TM as a facilitator.
Conditions: In groups of three to four other learners; using a laptop with Internet access; two to

1.3.

three Mbits of bandwidth for every 20 to 50 learners must be available (Kahoot!TM, n.d.)
Criteria: The learner will create a four to five multiple choice quiz on Kahoot!TM and will then
facilitate two to three other learners taking this quiz. This facilitation includes downloading and

2.
2.1.
2.2.

viewing the Kahoot!TM-generated Excel spreadsheet that has an item analysis.

Use Pear DeckTM
Performance: The learner will use Pear DeckTM as a facilitator.
Conditions: The learner needs a Google account; Pear DeckTM only runs on Chrome, Firefox, or

2.3.

Safari
Criteria: The learner will create a Pear DeckTM presentation quiz that includes at least one
multiple choice item, at least one free responsetext item, and at least one free response
number item. The learner will then facilitate two to three other learners taking this presentation

3.
3.1.

quiz.
Apply Formative Assessment Results to Instruction
Performance: The learner will be able to use the results of formative assessments to enhance
learning effectiveness (Wang, Wang, Wang, & Huang, 2006).

USING WEB-BASED FORMATIVE ASSESSMENT TOOLS

10

3.2.

Conditions: While engaged in the role of certified teacher teaching standards-based content to at

3.3.

least one student

Criteria: After using a web-based tool such as Kahoot! TM or Pear DeckTM to formatively assess,
the learner will engage in re-teaching practices including but not limited to: individualized reteaching, elaboration on commonly missed quiz items, small group instruction, or feedback that
is oral, written, or both.
Assessments
For the first two objectives about converting paper-and-pencil assessments to Kahoot!
and Pear DeckTM, the teachers will complete a product assessment (Chappius, Stiggins,
Chappius, & Arter, 2012). The product assessments will be the teachers Kahoot! and Pear
DeckTM versions of the paper-and-pencil assessments. Additionally for Kahoot!, the teachers
will participate in a Pear DeckTM quiz that assesses their knowledge on Kahoot! Finally, a
month after the workshop, the attendees will compete a Google forms survey that collects
information on their frequency of using formative assessment, particularly web-based formative
assessment, and also the web-based formative assessment tools they prefer and any learning
gains they have observed since incorporating more web-based formative assessment. See
Appendix 8 for a chart that details the assessments aligning with each objective.
Instructional Strategy
Dick, Carey, and Carey (2005) state that the instructional strategy must include clustering
of objectives and the sequence of these objectives. A time frame must be allotted to each cluster
of objectives. There must also be pre-instructional assessment (Dick, Carey, & Carey, 2005).
There must also be, for each cluster of objectives or individual objectives, planned content and
student participation sections (Dick, Carey, & Carey, 2005).
Cluster

Objectives

Timeframe

Activities, Content, & Student Participation

USING WEB-BASED FORMATIVE ASSESSMENT TOOLS

1

1.1 On a mobile

1.1 20-30

1.1 The presenter will administer a four to

Internet device,

minutes

five multiple choice seasonal and/or quiz on

the learner will

1.2 30

Kahoot! By seasonal, we mean that if this

be able to use

minutes

workshop is held near Thanksgiving, there

Kahoot! as a

1.3 and 1.4

will be trivia questions about turkeys and the

student.

one hour (1.3

first Thanksgiving. If this workshop is not

1.2 On a mobile

and 1.4 will

held around a holiday, then the presenter will

Internet device,

be

design or find from the public quizzes a quiz

the learner will

implemented

on a trivial topic of his or her choice, such as

be able to create

simultaneousl United States history. The presenter will then

a Kahoot!

y)

show the learners how to access the quiz

quiz.

Total time:

results on Kahoot! A brief whole group

1.3 On a mobile

Approximatel discussion on how to use these formative

Internet device,

y two hours

assessment results for re-teaching will

the learner will

follow.

be able to

1.2 The learners will be guided through

facilitate a

finding the kahoot.com website and setting

Kahoot! quiz

up a free account. The presenter will guide

that he or she has

the learners through navigating Kahoot!,

created.

focusing on how to find the public quizzes

1.4 On a mobile

and select relevant quizzes from these and

Internet device,

also how to create his or her own quiz on

the learner will

Kahoot! The learner will then transfer the

11

USING WEB-BASED FORMATIVE ASSESSMENT TOOLS

be able to view

multiple choice quiz he or she brought to this

and analyze the

workshop onto Kahoot!

results of the

1.3 The learner will then facilitate this quiz

Kahoot! ! quiz

with the two to three other teachers sitting at

he or she has

his or her table.

created and

1.4 As a group, the teachers will view each

implemented.

group members quiz results and share ideas

on how to use these results for re-teaching.

2.1 (The learners

2.1 The presenter will model how to set up

who

an individual Google account. The learners

need this

will set up their own Google accounts with

objective will be

the guidance of the presenter.

determined by

2.2 The presenter will facilitate a quiz on

the pre-

Pear DeckTM. This quiz will be a formative

assessment.) The

assessment of what the learners have learned

learner will

so far about Kahoot!, the definition of

create an

formative assessment, and how to use the

individual

results of a formative assessment for re-

Google account.

teaching. This Pear DeckTM assessment will

2.2 On a mobile

incorporate a balance of multiple choice, free

Internet device,

response text, and free response number

the learner will

questions.

be able to use

2.3 The presenter will guide the learners

12

USING WEB-BASED FORMATIVE ASSESSMENT TOOLS

Pear DeckTMas a

through using their Google accounts to

student.

access Pear DeckTM as a quiz facilitator and

2.3 On a mobile

creator. The presenter will also guide the

Internet device,

learners through transferring their premade

the learner will

multiple choice, free response text, and free

be able to create

response number quizzes to Pear DeckTM.

a Pear DeckTM

2.4 In their small groups, the learners will

quiz.

take turns facilitating their Pear DeckTM

2.4 On a mobile

quizzes to one another.

Internet device,

2.5 In their small groups, after each quiz has

the learner will

been presented, the teachers will view and

be able to

analyze the quiz results. They will share

facilitate a Pear

ideas on how to re-teach based on these quiz

Deck quiz that he

results.

or she has
created.
2.5 On a mobile
Internet device,
the learner will
be able to view
and analyze the
results of the
Pear DeckTM quiz

13

USING WEB-BASED FORMATIVE ASSESSMENT TOOLS

he or she has
created and
implemented.
3

3.1 The learner

30 to 45

The presenter will facilitate a large group

will explain the

minutes

discussion on the necessary classroom

classroom

conditions for effective formative assessment

conditions

(Crumrine & Demers, 2007; Hattie &

needed to

Timperley, 2007; Molloy & Boud, 2014).

effectively

See Appendix 6 for the PowerPoint that will

conduct

structure this presentation.

formative

3.2 After each Kahoot! and Pear Deck

assessment.

quiz conducted in their small groups, the

3.2 The learners

teachers will view the results and share ideas

will apply the

on how to apply these results for effective

results of

reteaching. The final portion of the

formative

workshop will consist of the presenter

assessment for

facilitating a large group discussion on how

effective

to use the results of formative assessments

reteaching.

for effective reteaching (Bakula, 2010; Hattie

& Timperley, 2007). Finally, a month after
the workshop, the attendees will compete a
Google forms survey that collects
information on their frequency of using

14

USING WEB-BASED FORMATIVE ASSESSMENT TOOLS

15

formative assessment, particularly web-based

formative assessment, and also the webbased formative assessment tools they prefer
and any learning gains they have observed
since incorporating more web-based
formative assessment.

Pre-Instructional Assessment
A week before the workshop begins, the presenter will send a Google forms survey that
assesses the teachers prior knowledge of using the Internet. See Appendix 1 for a copy of this
survey. The survey results will return to the presenter via a spreadsheet. The presenter can then
use the web research guide available from Houghton Mifflin Harcourt Publishing Company
(2008) and Beal (2015) to teach the learners prerequisite Internet navigation skills at the
beginning of the workshop. Per the survey results, the learners might need instruction in
additional Internet navigation skills (Crumrine & Demmers, 2007). After verifying that all of the
learners have basic Internet navigation skills, the presenter will commence teaching the three
main objectives of this workshop. Also a week before the date of this workshop, the teachers
will complete a survey that collects information on their current definition of formative
assessment, how frequently they implement formative assessments, ways they formatively
assess, and obstacles that prevent them from formatively assessing. See Appendix 2 for a copy
of this survey. The presenter will receive the survey results via an Excel spreadsheet.
Media Selection for Instructional Strategies
Instructional Strategy

Media Selection

USING WEB-BASED FORMATIVE ASSESSMENT TOOLS

Community Building SessionTeachers will

LCD projector

share testimonials of successfully incorporating

Speakers
online assessment tools into their instruction.

Computer with Internet access for the

presenter

PowerPoint slides with text information and

embedded videos of the teachers presentations

A Word document with a list of web-based

assessment tools and links to these tools
websites will be emailed to all of the teachers
in attendance.

Presentation of Web-Based Assessment Tools

LCD projector

As a large group, teachers will take a fun,

Computer with Internet access for the

short quiz from Kahoot!. Additionally, they presenter

will watch a PowerPoint presentation on how
students can create digital portfolios.
Hands-on Practice of Importing an Assessment

Teachers will bring their own laptops that have

Internet access
LCD projector

into an Online Assessment ToolTeachers will

Computer with Internet access for the
upload a pre-made multiple choice and short
response assessment that they brought into
Mastery Manager.

Teacher Choice Practice SessionTeachers

will create a web-based assessment using a

presenter
Teachers will bring their own laptops that have
Internet access

Teachers will bring their own laptops that have

16

USING WEB-BASED FORMATIVE ASSESSMENT TOOLS

web-based software of their choice, selecting

17

Internet access

from Kahoot! or Google forms.

Alternatively, they could impersonate a student
and create a digital portfolio.

Media Selection for Assessments

Objective

Assessment

Media Selection

By viewing peer presentations, Five-question, multiple choice, Kahoot!

teachers will value the

criterion-referenced assessment

experiences of other teachers

who have incorporated webbased assessment tools into
their instruction.
In a large group and as

Five-question, multiple choice, Kahoot!

individuals, teachers will use

criterion-referenced assessment

web-based assessment tools.

Using Kahoot!, teachers will Five-question, multiple choice, Kahoot!
create a web-based version of a criterion-referenced assessment
pre-made multiple choice and
short response test.
Using a web-based assessment Five-question, multiple choice, Kahoot!
tool of their choiceselecting criterion-referenced assessment
from Kahoot! or Google

USING WEB-BASED FORMATIVE ASSESSMENT TOOLS

18

formsteachers will create a

web-based assessment.

Additional Information for Each Media Selected

LCD Projector
The LCD projector requires electricity and batteries for the remote (Lamb, 2015). The LCD
projector must be mounted on the ceiling (LocDown.com, 2009). The LCD projector can be
purchased from Hitachi (Hitachi America, Ltd., 2015). To use the LCD projector, the presenter
must know how to connect his or her computer to the LCD projector and change the input in
order to display what is on the laptop screen. The presenter must also know basic functions of
the remote such as freezing the screen. These skills can be taught by a mentor teacher or
administrator.

Speakers
Speakers such as Logitech Z200 2.0 two-piece multimedia speakers can be purchased from Best
Buy (Best Buy, 2015). The speakers must be connected to the computer (Best Buy, 2015).
Further operating instructions can be found in the manual that comes with the speakers (Best
Buy, 2015). The presenter will need to know how to turn the speakers on and off and will also
need to know how to adjust the volume through the speakers themselves as well.

PowerPoint
A free version of PowerPoint can be downloaded from
https://office.live.com/start/default.aspx (Office Online, 2015). Users will need Internet
access. The presenter will create the PowerPoint slides. For the creation of the PowerPoint

USING WEB-BASED FORMATIVE ASSESSMENT TOOLS

19

presentation, the presenter will need to know how to create a presentation that includes text,
pictures, animations, and embedded videos. For the presentation of the slide show, the presenter
will need to know how to put PowerPoint in presentation mode and how to proceed from slide to
slide by either using the remote or by manually pushing the arrow keys on the laptop. The
presenter can learn how to use PowerPoint from the PowerPoint 2013 training videos and
tutorials available for free from the Microsoft website (Office, 2014b).

Internet Access
Chrome, Firefox, Safari, or Internet Explorer is required for Mastery Manager. The presenter and
teachers will need to be able to connect their laptop to the Internet connection made available,
and also be able to navigate an Internet browser sufficiently enough to be able to open and
navigate through web pages. In addition to general Internet and web browser use, the presenter
will also need to be able to navigate through Kahoot! (Kahoot, 2015) as the teachers respond
to each question. Likewise, the teachers need to be able to open Kahoot! and answer the
individual questions from their laptops or smart phones. Step by step instructions on how to open
Kahoot! and submit answers will be given orally by the presenter. The presenter will prepare
the surveys and assessments that are given through Kahoot!. To learn how to use Kahoot!,
the presenter can watch the introductory video on his or her homepage of the Kahoot! website
after setting up and logging into his or her free account (Create New Kahoot!, n.d.).

Word
A free version of Word can be downloaded from

https://office.live.com/start/default.aspx

(Office Online, 2015). The presenter can learn how to use Word from the Word 2013 training
videos and tutorials available for free from the Microsoft website (Office, 2014c). The presenter
will create a document in Word that contains links to the web-based assessment tools presented

USING WEB-BASED FORMATIVE ASSESSMENT TOOLS

20

in the workshop. The presenter will send this document to the teachers through an email
attachment.

Email
A free version of Outlook email can be downloaded from
https://office.live.com/start/default.aspx (Office Online, 2015). The presenter can learn how to
use Outlook from the Outlook 2013 training videos and tutorials available for free from the
Microsoft website (Office, 2014a). The presenter will be able to create and send a new email
addressed to all teachers planning to attend the workshop. The presenter will also be able to
attach documents to said email.

What are the computer capability requirements that learners need to use the media?
Minimum CPU requirements:

CPU with Dual core processor (Core duo 2 or better) Intel Core 2 Duo@ 2.4 Ghz
RAM: 2 GB
OS: Windows XP / Windows Vista / Windows 7
Video Card: ATI RADEON HD 2900. NVIDIA GEFORCE 8800 GT
Sound card: Yes

What are the bandwidth requirements that learners need to use the media?
The hotel will more than likely have free WIFI setup and they will need to be able to have 50
MB per second for the bandwidth requirements of so many teachers on the WIFI network at one
time. Teachers tablets, iPads, and iPhones should all work on the network if that is the speed that
the hotel can provide.
References

USING WEB-BASED FORMATIVE ASSESSMENT TOOLS

21

Bakula, N. (2010). The Benefits of Formative Assessments for Teaching and Learning. Science
Scope, 34(1), 37-43.
Best Buy. (2015). Retrieved from: http://www.bestbuy.com/site/computeraccessories/computer-speakers/abcat0515039.c?id=abcat0515039
Black, P., & Wiliam, D. (1998). Inside the black box: Raising standards through classroom
assessment. The Phi Delta Kappan, 80(2), 139-144, 146-148. Retrieved from:
http://www.jstor.org/stable/20439383

Chappuis, J., Stiggins, R., Chappuis, S., & Arter, J. (2012). Classroom assessment for student
learning: Doing it right-using it well (2nd ed.). Boston, MA: Pearson Education,
Inc.

Clark, I. (2012). Formative Assessment: Assessment Is for Self-regulated Learning. Educational

Psychology Review, 24(2), 205-249. doi:10.1007/s10648-011-9191-6
Create New Kahoot! (n.d.). Retrieved from: https://create.kahoot.it/#
Crumrine, T., & Demers, C. (2007). Formative assessment: Redirecting the plan. The Science
Teacher, 74(6), 64-68. Retrieved from:
http://search.proquest.com/docview/214610042?accountid=12085
Doubet, K. J. (2012). Formative assessment jump-starts a middle grades differentiation
initiative. Middle School Journal, 43(3), 32-38.

USING WEB-BASED FORMATIVE ASSESSMENT TOOLS

22

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research,
77(1), 81-112. doi: http://dx.doi.org/10.3102_00346543077001081
Hitachi America, Ltd. (2015). Retrieved from:
http://dmd.hitachi-america.us/products/consumer/digitalmedia/lcd_projectors/
Houghton Mifflin Harcourt Publishing Company. (2008). Web research guide. Retrieved from:
http://www.classzone.com/books/research_guide/page_build.cfm?content=
terms&state=none
International Society for Technology in Education (ISTE). (2008). ISTE Standards Teachers.
[PDF file]. Retrieved from: http://www.iste.org/standards/standards-for-teachers
Kahoot!TM (2014). Great Learning Starts By Asking Great Questions. Retrieved from:
https://getkahoot.com/
Kahoot! (2015). Retrieved from: https://getkahoot.com/
Lamb, R. (2015). How LCD projectors work. Retrieved from:
http://electronics.howstuffworks.com/lcd-projectors3.htm
LocDown.com. (2009). Projector ceiling mounts, LCD ceiling mounts, pivoting ceiling mounts.
Retrieved from: http://electronics.howstuffworks.com/lcd-projectors3.htm
Oz, H. (2014). Pre-service English teachers perceptions of web-based assessment in a
pedagogical content knowledge course. Procedia: Social and Behavioral Sciences. 141,

USING WEB-BASED FORMATIVE ASSESSMENT TOOLS

23

45-58. doi: 10.1016/j.sbspro.2014.05.010.

Molloy, E. K., & Boud, D. (2014). Feedback Models for Learning, Teaching, and Performance.
In J.M. Spector, M.D. Merrill, J. Elen, & M.J. Bishop (Eds.), Handbook of research on
educational communications and technology (4th ed.). New York, NY: Springer Science
+ Business Media.
Naperville Community Unit School District 203. (n.d.). District Home. Retrieved from:
http://www.naperville203.org/site/default.aspx?PageID=1
Northern Illinois University. (n.d.). Formative and summative assessment [PDF file]. Retrieved
from: http://www.niu.edu/facdev/resources/guide/assessment/formative%20and_summati
ve_assessment.pdf
Office. (2014c). Word 2013 training courses, videos and tutorials. Retrieved from:
https://support.office.microsoft.com/en-us/article/Word-2013-training-courses-videosand-tutorials-14807f76-d2b5-44d6-af11-9c880c44e551?CorrelationId=e8e67372-ff2e48e3-af62-9edc4be81bd5&ui=en-US&rs=en-US&ad=US
Office. (2014b). PowerPoint 2013 training courses, videos and tutorials. Retrieved from:
https://support.office.com/en-ie/article/PowerPoint-2013-training-courses-videos-andtutorials-bd93efc0-3582-49d1-b952-3871cde07d8a
Office. (2014a). Outlook 2013 training courses, videos and tutorials. Retrieved from:

USING WEB-BASED FORMATIVE ASSESSMENT TOOLS

https://support.office.com/en-gb/article/Outlook-2013-training-courses-videos-andtutorials-f83e8e60-0bab-47eb-8f6e-c2ecb73124d8
Office Online. (2015). Collaborate with office online. Retrieved from:
https://office.live.com/start/default.aspx
Pear DeckTM. (2015). Start Engaging Your Entire Classroom. Retrieved from:
https://www.PearDeck.com/
Pear DeckTM. (2015). Meet Our Team. Retrieved from http://www.PearDeck.com/about/
Rockinson-Szapkiw, A. (2010). Module 3: Analysis (P3: The Learner Analysis Dick, Carey, &
Careys Model). Retrieved from: http://www.amandaszapkiw.com/elearning/principlesof-design/module-3-3/dick_carey_and_careys_model.html
Skiff, D. (2009, June 24). What is Self-directed Learning? Self-Directed Learning. Retrieved
from: http://www.selfdirectedlearning.org/what-is-self-directed-learning
Slavin, R.E. (2012). Educational psychology: Theory and practice (10th ed.). Boston, MA:
Pearson.
Theunissan, N., & Stubee, H. (2014). iSELF: The development of an internet-tool for
self-evaluation and learner feedback. [PDF file] Retrieved from:
http://files.eric.ed.gov/fulltext/EJ1035664.pdf
Veal, B. (2015). Web browser (browser). Wepodedia. Retrieved from:

24

USING WEB-BASED FORMATIVE ASSESSMENT TOOLS

25

http://www.webopedia.com/TERM/B/browser.html
Wang, K., Wang, T., Wang, W. L., & Huang, S. C. (2006). Learning styles and formative
assessment strategy: enhancing student achievement in Web-based learning. Journal Of
Computer Assisted Learning, 22(3), 207-217. doi:10.1111/j.1365-2729.2006.00166.x

Appendix 1
Pre-Workshop Survey Assessing Internet Navigation Skills

USING WEB-BASED FORMATIVE ASSESSMENT TOOLS

26

USING WEB-BASED FORMATIVE ASSESSMENT TOOLS

27

USING WEB-BASED FORMATIVE ASSESSMENT TOOLS

Appendix 2
Pre-Workshop Survey on Formative Assessment

28

USING WEB-BASED FORMATIVE ASSESSMENT TOOLS

Appendix 3

29

USING WEB-BASED FORMATIVE ASSESSMENT TOOLS

PowerPoint for Opening Discussion on Formative Assessment

30

USING WEB-BASED FORMATIVE ASSESSMENT TOOLS

31

USING WEB-BASED FORMATIVE ASSESSMENT TOOLS

Appendix 4
Setting up a Google Account

Appendix 5
Quiz About Kahoot! That Opens the Pear DeckTM Presentation

32

USING WEB-BASED FORMATIVE ASSESSMENT TOOLS

33

USING WEB-BASED FORMATIVE ASSESSMENT TOOLS

34

USING WEB-BASED FORMATIVE ASSESSMENT TOOLS

35

USING WEB-BASED FORMATIVE ASSESSMENT TOOLS

36

USING WEB-BASED FORMATIVE ASSESSMENT TOOLS

37

USING WEB-BASED FORMATIVE ASSESSMENT TOOLS

Appendix 6
Closing PowerPoint for Discussion on How to Apply Formative Assessment to Reteaching

38

USING WEB-BASED FORMATIVE ASSESSMENT TOOLS

39

USING WEB-BASED FORMATIVE ASSESSMENT TOOLS

40

USING WEB-BASED FORMATIVE ASSESSMENT TOOLS

Appendix 7
Post Workshop Survey

41

USING WEB-BASED FORMATIVE ASSESSMENT TOOLS

Appendix 8
Assessments for Each Objective

42

USING WEB-BASED FORMATIVE ASSESSMENT TOOLS

Objective

Assessment

Use Kahoot!

The learners will convert a pre-made pencil-

43

Performance: The learner will use

and-paper multiple choice quiz into a Kahoot!

Kahoot!TM as a facilitator.

quiz.

Conditions: In groups of three to four

other learners; using a laptop with

The learners will also take a quiz on Pear

Internet access; two to three Mbits of

Deck that assess their knowledge of the basic

bandwidth for every 20 to 50 learners

functions of Kahoot!.

must be available (Kahoot!TM, n.d.)

Criteria: The learner create a four to
five multiple choice quiz on Kahoot!TM
and will then facilitate two to three
other learners taking this quiz. This
facilitation includes downloading and
viewing the Kahoot!TM-generated
Excel spreadsheet that has an item
analysis.

Use Pear DeckTM

The learners will convert a pre-made multiple

Performance: The learner will use

choice and short response pencil-and-paper

Pear DeckTM as a facilitator.

quiz into a Pear DeckTM.

Conditions: The learner needs a

USING WEB-BASED FORMATIVE ASSESSMENT TOOLS

44

Google account; Pear DeckTM only

runs on Chrome, Firefox, or Safari
Criteria: The learner will create a
Pear DeckTM presentation quiz that
includes at least one multiple choice
item, at least one free responsetext
item, and at least one free response
number item. The learner will then
facilitate two to three other learners
taking this presentation quiz.

Apply Formative Assessment Results to

A month after the workshop, the attendees

Instruction

will compete a Google forms survey that

Performance: The learner will be

collects information on their frequency of

able to use the results of formative

using formative assessment, particularly web-

assessments to enhance learning

based formative assessment, and also the web-

effectiveness (Wang, Wang, Wang, &

based formative assessment tools they prefer

Huang, 2006).

and any learning gains they have observed

Conditions: While engaged in the

since incorporating more web-based formative

role of certified teacher teaching

assessment.

standards-based content to at least one

student
Criteria: After using a web-based

USING WEB-BASED FORMATIVE ASSESSMENT TOOLS

tool such as Kahoot!

Deck

TM

TM

or Pear

to formatively assess, the

learner will engage in re-teaching

practices including but not limited to:
individualized re-teaching, elaboration
on commonly missed quiz items, small
group instruction, or feedback that is
oral, written, or both.

45