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Creating Assessments Using Google Forms

Jessica Shuff

FRIT 7739
Face-to-Face Instructional Design Unit
Instructional Design using the Morrison, Ross, & Kemp Instructional Model
Fall 2019
Identification of Learning Problem

The Norman Howard School is an independent school which serves approximately 110
students with special needs in 5th-12th grade. The Norman Howard School is a part of the New
York State Association of Independent Schools (NYSAIS) and is an accredited independent
school. Students from 30 different school districts and 9 different counties attend The Norman
Howard School. The school’s mission is to provide and foster individualized teaching
approaches to meet the academic and social-emotional needs of all their diverse students.

As the Instructional Technology Coordinator for the past four years, Carrie Pellegrino has been
tasked with the analog to digital conversion. Before Carrie was hired, her position was unfilled
for five years. Therefore, the teachers are The Norman Howard School (NHS) were without
technology support and guidance for those five years. As expected, Carrie’s task has not been
easy. There have been several teachers who have resisted the change. However, due to her
professional learning sessions, technology integration, the school’s current 1:1 initiative, and
collaboration with all teachers, the mindsets of the resistant teachers have shifted.

Part of the analog to digital conversion that Carrie has been tasked with has involved a 1:1
initiative. After survey collection and data compilation, Carrie and the technology committee
concluded the best device for the 1:1 initiative would be Chromebooks. During the spring of
2019, NHS began receiving class sets of Chromebooks. Some teachers were well equipped in
implementing the technology but several were not. Carrie devoted much of her time to
providing staff with professional learning opportunities based on Chromebook implementation.
Carrie has briefly touched on Google Apps for Education in her professional development
sessions, but she believes the teachers could use more instruction on specific apps. Based on
the information collected from Carrie, we decided to compile data from the teachers. 12
teachers responded to the survey that was sent via e-mail to all teachers at NHS. Based on the
data, a majority of the respondents wanted to learn about Google Forms. In speaking with
Carrie, she mentioned many teachers are not creating their own informal or formal
assessments. Many get the assessments from Teachers Pay Teachers or other internet sources.
According to Carrie, many teachers have expressed interest in learning about digital
technology programs where assessments can be created. Therefore, we decided to focus on the
quiz function in Google Forms.

Learner Analysis

The Norman Howard School has 26 full-time teachers, seven teaching assistants, one librarian,
one instructional technology coordinator, two speech-language pathologists, one registered
nurse, & two administrators. The faculty and staff members have been employed by NHS for
an average of 13 years. Of the 26 full-time faculty members 8 have a Special Education
Certification. There are a maximum of 8 students in each classroom to maximize small group
and differentiated instruction. Faculty members have been trained on school-wide programs
such as Thinking Maps and the EmPOWER writing program. Based on the data compiled from
the Google Form survey, 58.4% of the respondents rated their comfort in implementing
technology in the classroom between a 1-3 on a five point scale. Likewise, 58.3% rated their
comfort with Google Chromebooks between a 1-3 on a five point scale. Therefore, over half of
the respondents on the survey are not comfortable using technology resources in the classroom.

The Assistant Principal along with the Instructional Technology Coordinator (Carrie) have
been modeling best practices through Google Applications. Communication is now being sent
via Google Calendar, meeting minutes are shared via Google Docs, and surveys are sent via
Google Forms. All students and faculty have individual Chromebooks.

This face-to-face professional development opportunity will take place after school (per
request by administration).

Task Analysis

The purpose of this course is to provide teachers with training based on their level of
experience with Google Forms. Participants will learn how Google Forms is a tool which can
provide easy access to student data digitally.

1. Self-Assessment
a. Accessing Google Form Survey
2. Introductions
a. Introduction to Jessica Shuff
b. Introduction of participants
■ Name, grade level/subject area, & one fun fact
3. Google Form Introduction
a. Accessing blank quiz
i. Click on Google Forms icon
ii. Click on blank quiz
iii. Name quiz
b. Types of Questions
i. Check boxes
ii. Dropdown
iii. Multiple choice
c. Creating questions
i. Click on plus
ii. Click type of question
iii. Type question
iv. Type answers
d. Answer Key
i. Click on answer key under each question
ii. Assign points
iii. Click correct answer(s)
iv. Click “edit question” to add additional questions
4. Guided Exploration
a. Participants will create a checkbox question
i. Assign points
ii. Complete answer key
b. Preview Assessment & Review Settings
i. Click on “eye” to preview assessment
ii. Click on gear to review settings
c. Sending quiz
i. Click on send button
ii. Send via email or copy link
5. Differentiated Worksession
a. Continue creating quiz with 2 additional question types
i. Review “Level 1 Cheat Sheet”
b. Create digital differentiated assessment
i. Review anchor points of digital differentiated video
ii. Review “Level 2 Cheat Sheet.”
1. Adding Questions
a. Highlight “untitled question” and hit the backspace.
b. Type your question.
c. Decide what type of question you will be asking
(Multiple choice or dropdown)
d. Click on “option 1” type answer choice 1, click on “add
option” & type answer choice 2, etc.
e. Click answer key to check the correct answer. No points
need to be assigned.
f. Click required on the bottom right portion of the screen.
g. Hit the 3 dots.
h. Check “Go to section based on answer” & “Shuffle
option order”
2. Making New Sections
a. You will then click on “Create new section” at the bottom
of the sidebar. (It looks like an equal sign)
b. A new section will be created. Name the section (Review
of ______) This will depend on your question topic.
c. Naming the sections will help you keep track of the
sections you create.
d. Add a video, text, or photo into the review section.
e. Go back and add a new section (equal sign) and name it
question 2.
f. Go back to the original question and click the drop down
menu by each question. Add the section you want the
student to navigate next based on their answer.
6. Final Steps
a. Share assessment with instructor
b. Complete Course Evaluation
i. Access, complete and submit course evaluation

The subject matter expert (SME) is Jessica Shuff. Jessica is a kindergarten teacher. She is also
an instructional technology and school library media graduate student who has used Google
Forms in her graduate studies. She has helped other teachers in her school building design and
implement Google Forms as a form of assessment.

Instructional Goal & Objectives

The goal of this training is to increase the use of digital assessment tools to inform teaching
and increase student engagement & learning.

Objective 1: Participants will learn how to create a short 2 or 3 question digital assessment
through step-by-step tutorials based on their level of expertise with Google Forms.

Objective 2: Participants will learn how to share their assessment or assignment digitally
through completion of the work session.

Assessments

1. Participants will be required to complete a self-assessment to gauge their experience


with Google Forms.
2. Level 1 participants will create a Google Form Quiz with 3 questions including 2
different types of questions (multiple choice, checkboxes, or dropdown). Participants
will then share their assessment with the instructor.
3. Level 2 participants will create a Google Form Quiz with 2 questions that include
branching. Participants will then share their assessment with the instructor.
4. Finally, the participants will complete an end of course evaluation.

Content Sequencing and Instructional Objectives

Sequence Description Objective

1 Google Forms Introduction 1

2 Guided Exploration 1

3 Differentiated Work Session 1

4 Final Steps 2

Objective 1
Participants will learn how to create a short 2 or 3 question digital assessment through step-by-
step tutorials based on their level of experience with Google Forms.

Initial Strategy
With assistance from the instructor, participants will be given step-by-step directions on
accessing Google Forms, creating quiz questions, assigning points, and adding an answer key.

Generative Strategy
Participants will follow along on their computers as the instructor guides them through
tutorials. After viewing an instructor created video, the participants will get a chance to create a
checklist question with guidance from instructor. Based on the participant’s level with Google
Form’s quiz function, they will either create 2 additional questions using multiple choice
and/or dropdown question types or the participants will create a differentiated digital
assessment using the branching technique.

Objective 2
Participants will learn how to share their assessment or assignment digitally through
completion of the work session.

Initial Strategy
Participants will be shown how to share their assessment with their students in two ways:
inputting email addresses or copying the shareable link.

Generative Strategy
Participants will be guided through the sharing process with instructor’s step-by-step guidance.
The participants will then practice on their own quiz, and ultimately share their completed quiz
with the instructor.

Instructional Design Summary

The instruction for this professional development will be presented using a number of
resources. The introduction will be presented in a whole group, presentation-style setting.
Google Slides will be used for the introduction. Instructor-created videos will be embedded
into the slide presentation. Participants will have access to the slide presentation and will be
given the option to follow along. The instructor will gradually release the responsibility to the
participants during the guided exploration portion. The participants will be given a chance to
design their first checkbox question. There will be a differentiated work session based on the
participants level of experience with Google Forms. Participants will work independently with
help from the instructor-created videos and “cheat sheets” with step-by-step instructions for
each level. The instructor will also be able to provide 1:1 assistance throughout the work
session. The participants will then share their final assessment with the instructor.

The Universal Design for Learning

1. Representation-There will be multiple modes of instructional delivery. The


information will be presented through face-to-face instructions. The step-by-step
instructions will be organized using Google Slides. Within the Google Slide
presentation there will be instructor-created videos explaining how to create questions.
This will then be reviewed with help from the instructor. During the work session, the
participants can then view the instructor created videos and reference the “cheat sheets”
in order to make their own quiz.
2. Expression-The participants will share their learning through the creation of their quiz
or digital differentiated assessment.
3. Engagement-The participants will have the choice to create a basic Google Form quiz
or branching assessment based on their comfort level with the introductory activities.
The participants will get to choose the subject matter of their assessment.

Formative Evaluation Plan


Level 1 Participants: The final assessment for this professional learning is the completion of a
Google Form Quiz with a total of 3 questions including two different question types.
Level 2 Participants: The final assessment for this professional learning in the completion of
a Google Form differentiated assessment including branching. The assessment will include at
least 2 questions. If needed, the instructor can pull a small group of participants to help add
branching questions.

The participants will then complete the end of course evaluation. Based on the results from the
participant-created assessments and end of course evaluation, the professional learning can be
modified to better meet participant needs.

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