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FRIT 7739 - practicum

Helena Wallace
Staff Development
Alternative Methods of Informal Assessment using Plickers

Part I: Identification of Learning Problem

Target Audience
The target audience consists of certified teachers of different subjects with different levels of
experience with technology. The target audience teaches grades 6-8 (age of students varies
between 11-13). The target audience is employed by the Habersham County Board of Education,
in the State of Georgia.

Problem Identification
The teachers in this school have expressed a need to create simple, easy and engaging tickets-
out-the-door that will assess students knowledge of the material presented daily. This will help
teachers decide if if they need to reteach some of the material or if they can move on to the next
subject. This activities must be simple, easy to create, effective in evaluating the material
covered by the daily standards, and at the same time able to give students a little spirit of
competition.

Instructional Goals
Learners will:
● Receive step-by-step instructions on how to use the “Plickers” program.
● Open a teacher account and develop quick, easy, and simple assessments.
● Create classes, assessment questions, and assign those questions to students.
● Evaluate data received from answers to plan for follow-up lessons.
● Evaluate the class materials and instructor

Part II: Learner Analysis


Introduction
The group of learners is comprised of eight middle school teachers, in Habersham County
Georgia. Two of this teacher teach 7th grade ELA and Reading classes, and the other six teach
6th grade; two in ELA, two in Transition classes, and the other two in Social Studies. All
learners have experience years ranging from 10 to 20. Six of these teachers have a Master's
degree, and the other two have specialist degrees. This information was collected from one-on-
one interviews with the teachers.

Entry Skills and Prior Knowledge


The learner will be able to:
● Use internet search engines
● Log on to school email from any device
● Help students log in to their Google accounts
● Use Google Drive to send and receive documents and presentation from other users
● Download programs into a personal computer
This information was obtained from interviews with the teachers and media specialist at the
school where this training was given.

Attitudes Toward Content & Academic Motivation

All learners recognize the importance of technology in school, but they feel very different about
its use in middle school classrooms. Five teachers are avid advocates for technology and use it in
the classroom almost every day, and the other three use technology very little and restrict their
use to authorized school devices. When teachers were asked about their motivation to learn how
to use technology to create interactive, fast, and simple assessments that can evaluate student
knowledge, five stated that they were eager to learn and apply that knowledge in class and the
other three were somewhat reluctant to accept the benefits of technology. This information was
collected from teacher interviews, media specialist interviews, and a survey on the uses of
technology in class.
General Learning Preference

From the technology survey, all learners indicated that they would like to receive hands-on
instruction to test the programs, work out bugs, and create lessons that can be tested for
efficiency by the other colleagues.

Attitude Toward Education in General

All eight teachers view education as an essential part of a student's life. They agree that with the
diversity in our schools and the different learning levels and abilities, teachers need to have
simple tools that will allow them to assess students quickly and in interactive ways. All teachers
are willing, with different levels of enthusiasm, to add some changes to the way they informally
assess students, and utilize 21st-century technology in their classrooms. This information was
collected from group interviews, and attitude surveys about the implementation of technology in
classrooms.

Group Characteristics

All teachers teach middle school level students in the same building with around 38 certified
teachers. The total student body population is around 523 students and is comprised 88%
Caucasian, 9 % Hispanic, 2 % other ethnicities with 51% of students qualifying for free or
reduced lunch. This information was collected from examining school and county records about
teacher employment and student enrollment.

Part III: Task Analysis

Task Analysis Outline for Plickers

1. Open your computer and turn it on.

2. Double click Google browser icon to open your internet browser


3. Type https://www.plickers.com/

4. Create “Plicker” account

4.1. Click “Sign up” on the top right corner of the screen
4.2. The easiest way to create a classroom account is to sign in with Google

but, if you do not want this account connected to your school


email just fill in the information and create a personal account.
4.3. Once you log in you will be taken to a page with a choice bar.

5. Create classes.
5.1. Press “Classes” located on the choice bar and then “Add new class.”

5.2. Give your class a name, a subject, pick a color, and then save the class.
5.3. Once you are in the class you will need to add or type in your roster.

Each student will have a specific number and an unique answer

card (the card looks like a QR code)

6. Delete, edit or archive a class


6.1. Go to “Classes” on the choice bar, and then on the class that you want to select

press the arrow located in the top right corner. and edit,
delete, or archive that class.

7. Creating questions

7.1. Go to the choice bar and press “Library”


7.2. The library is where you create the questions that you would like your students to

answer. Click on “New question” , create your question, mark the correct
answer and either “Save” or “Save and Create new”. These questions will be in
your library for you to use when you need them.

8. Using your phone to create and assign questions to classes


8.1. You will need to your phone’s app to collect information from student’s cards, so

download the free app. When you open the app, all the classes that you

have created will be on display. Press the one that you want to use and
two options will appear: “Create” (used to create questions) and “Library.”
(used to view all your questions).

9. Using your questions with your class


9.1. On the phone app

Press the “Library” and choose your question.


You can “Add to Queue” to create a group of question that can be accessed in
sequence or “ “Scan now” to scan the answers to the question that you have
assigned.
9.2. You will need to have your website open too, so the students can see the question
that you are asking displayed on the board. Press “Live View” and the question

will appear on the right side of the board.

9.3. Each students has a Plickers card that looks like this . This card has 4
sides (A, B, C, D) and students will rotate the card according to the choice they
make. Once the students have chosen their answer they will position the card the
correct way and the teacher will use his/her phone to scan the cards. The app will

do the scanning, collect the results, and stored them on the website.
9.4. On the board, on the left side of your question, you will see who has answered the

question or not, and when you hit “Reveal answer” you can see the

right and the wrong answers. (this is optional, and only if you want
your students to see this)

9.5. If you need to review the results, click “Reports” on the Plickers website’s choice
bar. The results are displayed by questions and when you press on one of the
questions you will get a detailed display of correct or incorrect responses.

This break down of information will help teachers create plans


for further re-teaching specific students that did not understand the material.

Part IV: Instructional Objectives

Terminal Objective 1: To create a “Plickers” account.


Enabling objectives:
1A. The learner will watch a presentation that explains the uses and advantages of Plickers
1B. Execute the steps necessary to set up a teacher account on Plickers webpage.
1C. Create classes in the program.
1D. Download phone app and connect it to the same account as the one on the website.

Terminal Objective 2: To create a pool of review questions


Enabling Objectives:
2A. Select lesson objectives needed for current classroom curriculum.
2B. Write questions, add them to the class queue, and assign them to students.

Terminal Objective 3: To assess students knowledge with the plickers app.


Enabling Objectives:
3A. Create a class roster and assign a Plicker card to each “students” in class.
3B. Launch the questions, and use his/her phone to collect information from students answers
3C. Analyse students answers to determine understanding of the material.
3D. Discuss with the group what step would he/she take when the analysis of data is completed.

Terminal Objective 4: To evaluate the Staff Development lesson for content and presentation.
Enabling Objectives:
4A. Take a survey about the classes delivery method and content.

Relationship between Instructional Objectives and Standards

Instructional Objectives Technology Standards (ISTE)

1A 1a - Students articulate and set personal learning goals, develop


strategies leveraging technology to achieve them and reflect on
1B the learning process itself to improve learning outcomes.

1C
1b - Students build networks and customize their learning
1D. environments in ways that support the learning process.

2A 4a - Students know and use a deliberate design process for


2B generating ideas, testing theories, creating innovative
artifacts or solving authentic problems.
4b - Students select and use digital tools to plan and manage
a design process that considers design constraints and
calculated risks.

3A 2b - Students engage in positive, safe, legal and ethical behavior


when using technology, including social interactions online or
3B
when using networked devices.
2c - Students demonstrate an understanding of and respect
for the rights and obligations of using and sharing intellectual
property.

3C 1a - Students articulate and set personal learning goals, develop


strategies leveraging technology to achieve them and reflect on
3D
the learning process itself to improve learning outcomes.

1c - Students use technology to seek feedback that informs


and improves their practice and to demonstrate their learning
in a variety of ways.

4A 1c - Students use technology to seek feedback that informs and


improves their practice and to demonstrate their learning in a
variety of ways.

Part V: Development of Assessments

Instructional Goals Objectives UDL Assessments


Strategies The Learner The learner will:
will:

Lesson 1: Understand Objective 1: Multiple Means The learner will


Direct the Create a “Plickers” of open a teacher
instruction usefulness of account. Representation: account, create a
Plickers as an The learner is mock class on
Effective assessment 1A. Watch a offered ways of the Plickers site
questioning tool. presentation that customizing the and take a
explains the uses display of screenshot of the
Hands-on- Create an and advantages of information by website to
learning account in Plickers. receiving a Google receive credit for
the Plickers Document with this part of the
webpage. 1B. Execute the audio, detailed lesson.
steps necessary to instructions and
Create set up a teacher images on: The learner will
classes in the account on Plickers 1) How to take a also take a
program. webpage. screenshot. screenshot of the
2) How to access phone app with
Download 1C. Create classes the Plickers site the app open on
the app to in the program. and create classes. the classroom to
personal receive credit for
phone. 1D. Download this part of the
phone app and lesson
Practice connect it to the
navigating same account as the
the website one on the website.
and the app.

Lesson Create Objectives 2: Multiple Means The learner will


Direct questions Create a pool of of select a standard
instruction based on review questions Representation: connected to
curriculum in The learner is their subject and
Effective the website 2A. Identify and offered ways of will create 3 or 4
questioning and app. select lesson customizing the very simple,
objectives needed display of basic questions
Hands-on- Assign for current information by to share. Then
learning questions to classroom receiving a Google she/he will
classes. curriculum. Document with assign them to
audio, detailed the mock class.
2B. The learner will instructions and To show
write questions, images on how to completion of
which will be added create questions on this part of the
to the Library the website. This lesson, the
video will show all learner will take
the steps necessary a screenshot of
to achieve the final the questions
goal. (the question
will be in the
Library)

Lesson 3: Create a Objective 3: Multiple Means The learner will


Analysis of class roster Assess students of take a screenshot
student work and print one knowledge with the Representation: of the results of
Plicker card plickers app. The learner is the questions to
Cooperative per student. offered ways of show successful
Learning 3A. Create a class customizing the completion of
Use the roster and will display of this step and
Peer teaching/ phone to assign a Plicker information by receive credit for
collaboration collect card to the receiving a Google this task.
information “students” in class. Document with
Accountable from students audio, detailed Informal group
talk cards. 3B. Launch the instructions and evaluation made
question, and use images on how to by the teacher on
Hands-on- Analyse data he/her phone to assign questions, data which will
learning received collect information scan cards, and lead to a
from scan of from the “students” look at the data discussion on
cards. in the class. collected from strategies to use
students. Also, this after evaluating
Brainstorm 3C. Analyse video will have an the data.
about option students answers to example of a
for follow up determine evaluation analysis
planning. understanding of the of collected data.
material.

3D. Discuss with


the classroom on
what step would
he/she take when
the analysis of data
is completed.

Lesson 4: Reflect and Objective 4: Multiple Means of The learner will


Formative evaluate the Evaluate the Staff Representation: complete a
assessment Staff Development lesson The learner is survey that
process Development for content and offered he/she will turn
lesson to presentation. alternatives for in to the teacher
provide visual either
constructive Objectives: information by electronically or
feedback. 4A. Take a survey having the option in a paper
about the class’ of listening to an format.
delivery method and audio version of
content. the “Lesson
Survey Review.”
so they can hear
the questions on
the survey as they
are completing it
on a paper format.

Lesson 1: Navigating the Plickers site

Objectives 1: The learner will create a Plicker account.


Objective 1A. The learner will watch a presentation that explains the uses and
advantages of Plickers.
Objective 1B. The learner will execute the steps necessary to set up a teacher account
on Plickers webpage.
Objective 1C. The learner will create classes in the program.
Objective 1D. The learner will download phone app and connect it to the same account
as the one on the website.

Assessment:
1.1 - The learner will open a teacher account, create a mock class on the Plickers site and then
take a screenshot of the website to receive credit for this part of the lesson.
1.2 - The learner will also take a screenshot of the phone app with the app open on the classroom
to receive credit for this part of the lesson

UDL Principles:
● Multiple Means of Representation: The learner is offered ways of customizing the
display of information by receiving a Google Document with audio, detailed instructions
and images on 1) How to take a screenshot and 2) How to access the Plickers site and
create classes.

Lesson 2: Creating assessments


Objectives 2: The learner will create a pool of review questions
Objective 2A. The learner will identify and select lesson objectives needed for current
classroom curriculum.
Objective 2B. The learner will write questions, which will be added to the Library.

Assessment:
2.1 - The learner will select a standard connected to their subject and will create 3 or 4 very
simple, basic questions to share. Then she/he will assign them to the class. To show completion
of this part of the lesson, the learner will take a screenshot of the created questions (the question
will be in the Library)

UDL Principles:
● Multiple Means of Representation: The learner is offered ways of customizing the
display of information by receiving a Google Document with audio, detailed instructions
and images on how to create questions. This video will show all the steps necessary to
achieve the final goal.

Lesson 3 - Show me the Flip!


Objective 3: The learner will assess students knowledge with the plickers app.
Objective 3A. The learner will create a class rosters and will assign a Plicker card to the
other “students” in class.
Objective 3B. The learner will launch the questions, and use he/her phone to collect
information from the “students” in the class.
Objective 3C. The learner will look at the website and will analyze students answers to
determine understanding of the material.
Objective 3D. The learner will discuss with the classroom on possible steps that he/she
would take after the analysis of data is completed.

Assessment:
3.1 - The learner will take a screenshot of the results of the questions to show successful
completion of this step and receive credit for this task.
3.2 - Informal group evaluation made by the teacher on data which will lead to a discussion on
strategies to use after evaluating the data.

UDL Principles:
● Multiple Means of Representation: The learner is offered ways of customizing the
display of information by receiving a Google Document with audio, detailed instructions
and images on how to assign questions, scan cards, and look at the data collected from
students. Also, this video will have an example of an evaluation analysis of collected
data.

Lesson 4: Evaluation Time

Objective 4: The student will evaluate the lesson.


4A. The student will take a survey, about the class. In this survey the learner will provide
information about the content and delivery methods and on the perceived usefulness
of these tools as assessment option.

Assessment:
4.1 - The learner will complete a survey that he/she will turn in to the teacher either
electronically or in paper format.

UDL Principles:
● Multiple Means of Representation: The learner is offered alternatives for visual
information by having the option of listening to an audio version of the “Lesson Survey
Review.” so they can hear the questions on the survey as they are completing it in a paper
format.

Assessment Examples
1 - Use of technology survey
This survey will be given to the teachers that have volunteered to participate in the training. The
answers will be collected and analyzed to find out teacher’s attitudes towards the use of
technology.
https://docs.google.com/forms/d/e/1FAIpQLScuNFVlHZ1ZN9Ips6P8im9n6fp1hHl6E8LZ0wrN
BIA7PtQpkg/viewform?usp=sf_link.
2 - Audio version of the survey
https://screencast-o-matic.com/watch/cFebe5DO0y

Uses of Technology survey

This survey will be sent to the teachers that have agreed to participate in the Staff Development,
and it will be used to collect information about their attitudes towards technology.

1 - What is your role at your school?


❏ Teacher
❏ Administrator
❏ Technology Specialist
❏ Academic Coach
❏ Other:
2 - What grade do you currently teach?
❏ 6th
❏ 7th
❏ 8th
3 - How many years of experience do you have?
❏ 0-5
❏ 6 -10
❏ 11 - 15
❏ 16 - 20
❏ 20+
4 - What subject do you teach?
❏ Math
❏ Science
❏ ELA and Reading
❏ Social Studies
❏ Art
❏ Physical Education
❏ Transition or Elective classes (Agriculture, technology, typewriting, chorus, band)
5 - Rate the statement: I enjoy teaching with technology.
❏ Strongly disagree
❏ Disagree
❏ Neutral
❏ Agree
❏ Strongly disagree
6 - Rate the statement: I think using technology in the classroom takes up too much time.
❏ Strongly disagree
❏ Disagree
❏ Neutral
❏ Agree
❏ Strongly agree
7 - Rate the statement: How confident are you in your abilities with technology?
❏ Absolutely confident
❏ Very confident
❏ Adequate skills
❏ I lack confidence
❏ I'm extremely incompetent
8 - Rate the statement: I want to learn more about using technology in my classroom.
❏ Strongly disagree
❏ Disagree
❏ Neutral
❏ Agree
❏ Strongly agree
9 - Where do you turn for help with technology?
❏ IT department
❏ Peers
❏ Media Specialist
❏ Online search
❏ Strongly agree
❏ Product Manual
❏ Other:
10 - What is your preferred method of Professional Development.
❏ Only face-to-face with an instructor
❏ Only online presentations
❏ A mixture of both.

3 - Survey on lesson content and delivery method


https://screencast-o-matic.com/watch/cFeqrzDuR0

Lesson content and Delivery method evaluation


This survey will allow teachers to evaluate the content of the lesson and the delivery method in
which the lesson was offered.* Required

1 - The presenter knew the material well *


❏ Strongly disagree
❏ Disagree
❏ Neutral
❏ Agree
❏ Strongly agree
2 - Tutorials were clear and helped me understand and complete each task. *
❏ Strongly disagree
❏ Disagree
❏ Neutral
❏ Agree
❏ Strongly agree
❏ N/A
3 - Did you have enough time to practice these newly learned skills with your peers? *
❏ Yes, on both programs
❏ No, on both programs
❏ Only one of the programs
4 - I will use the Plickers and the Quizizz program in my classroom, to develop simple
assessments that test students retention of knowledge. Check all that apply *
❏ Yes (Plickers)
❏ Yes (Quizizz)
❏ No (Plickers)
❏ No (Quizizz)
5 - If you answered NO, in the previous question, please explain which program did not interest
you, and the reason that you will not use the program with your students.
Your answer

6 - Based on my experience with this training, I will recommend it to other teachers who are
interested in learning about Plickers *
❏ Strongly disagree
❏ Disagree
❏ Neutral
❏ Agree
❏ Strongly agree
7 - Do you have any comments or suggestions that could be made to improve this Staff
Development. *
Your answer

8 - I would like more training on this type of assessment programs that can collect data on
students material retention *
❏ Yes
❏ No
❏ yes, with online delivery of content (as a learning module)
❏ Yes, with face-to-face content delivery (as a staff development meeting)
9 - The lesson included opportunities for the learner to express their ideas and views *
❏ Yes
❏ No
10 - How relevant is the content of the lesson to the situation you work in? *
❏ Very relevant
❏ Somewhat relevant
❏ Not relevant at all

Materials used in the lesson

1 - Tutorial on opening a Plickers account, creating classes, and adding rosters with students
names to the created classes
https://youtu.be/Jg9caGaTjUM

2 - Tutorial on creating questions and launching them on the website


https://screencast-o-matic.com/watch/cFebn6DObt

3 - Tutorial on creating questions and launching them on the phone app


https://screencast-o-matic.com/watch/cFebnyDOFA

4 - Tutorial on taking screenshots


https://screencast-o-matic.com/watch/cFebeIDOrC

Deposit of video tutorial that can be shared with teachers


https://www.tes.com/lessons/t2q3eYsNZ-uqIw/plickers-lesson

Part VI: Content Sequencing and Instructional Strategies

Instructional Sequence
Sequence Description Objectives

1 Create a Plicker’s account. 1

2 Create classes on that account 1

3 Download the app on phone 1

4 Create questions, put then in a queue, and assign them to a class 2

5 Create a class roster and assign Plicker answer cards 3

6 Scan cards to obtain answers from students 3

7 Analyse question to obtain information on students knowledge of 3


material retention and comprehension

8 Take a course survey electronically or with pen and paper 4

This sequence builds on concepts in a learning-related order that will be done in a face-to-face
environment with the assistance of technology. This type of sequence allows students to progress
through the lessons by building on previously learned knowledge. The learner will use Weebly,
Screencastify, Google Documents and Plickers to show completion of the learning steps. The
lesson will alternate between instruction time, where students will listen to lectures and view
tutorials, and hands-on activities where the information learned will be used to create a product.

Lesson 1: Navigating the Plickers site

Objectives 1: The learner will create a Plicker account.


1A. The learner will watch a presentation that explains the uses and advantages of
Plickers.
1B. The learner will execute the steps necessary to set up a teacher account on Plickers
webpage.
1C. The learner will create classes in the program.
1D. The learner will download phone app and connect it to the same account as the one
on the website.

Generative Strategy: The learner will watch a small presentation on the uses of Plickers app as
a quick assessment tool. Then, they will go to the next assignment and use a computer to create
their own account on the Plickers website then they will create a mock class. The learner will
take a screenshot of the Pickers webpage to show that they have created an account and class.
After this is done the learner will download the free Plickers app on their phone, so the can use it
will the classroom
● UDL: Multiple Means of Representation: The learner is offered ways of customizing
the display of information by receiving a Google Document with audio, detailed
instructions and images on 1) How to take a screenshot and 2) How to access the Plickers
site and create classes.

Lesson 2: Creating assessments

Objectives 2: The learner will create a pool of review questions


2A. The learner will identify and select lesson objectives needed for current classroom
curriculum.
2B. The learner will write questions, which will be added to the Library

Generative Strategy: The learner will identify the standard that needs to be covered by their
content area and create 3 or 4 simple and easy questions. These questions will be stored in the
websites Library and can be accessed at any time the learner needs them.
● UDL: Multiple Means of Representation: The learner is offered ways of customizing
the display of information by receiving a Google Document with audio, detailed
instructions create questions and add them to the queue of the mock classroom.

Lesson 3 - Show me the Flip!


Objective 3: The learner will assess students knowledge with the plickers app.
3A. The learner will create a class rosters and will assign a Plicker card to the other
“students” in class.
3B. The learner will launch the questions, and use he/her phone to collect information
from the “students” in the class.
3C. The learner will look at the website and will analyze students answers to determine
understanding of the material.
3D. The learner will discuss with the classroom on possible steps he/she could take after
analyzing the data.

Generative strategy: The learner will create a class roster and assign an individual Plicker card
to each of the students. Then she/he will launch the phone app and open the website to assign
questions to all students in the class. After assigning questions, scanning the card, looking and
analyzing the data collected by the app, the learner will discuss ideas with the other learners in
class about the next steps in lesson planning.
● UDL: Multiple Means of Representation: The learner is offered ways of customizing
the display of information by receiving a Google Document with audio, detailed
instructions and images on how to assign questions, scan cards and look at the data
collected from students. Also, this video will have an example of an evaluation analysis
of collected data.

Lesson 4: Evaluation Time

Objective 4: The student will evaluate the lesson.


4A. The student will take a survey, about the class. In this survey the learner will provide
information about the content and delivery methods, and on the perceived usefulness
of these tools as assessment options.

Generative strategy: The learner will receive a survey, at the end of the class so he/she can
evaluate the content, the delivery method of the lesson. On the survey there will also be a few
questions about the learners plan to use this app in his/her classroom as an assessment method.
● UDL: Multiple Means of Representation: Multiple Means of Representation: The
learner is offered alternatives for visual information by having the option of listening to
an audio version of the “Lesson Survey.” so they can hear the questions on the survey as
they are completing it on a paper format.