RUNNING HEAD: Using Google Forms for Assessment in the Classroom 1

Mini Project – face to face Instructional Design Unit

Using Google Forms for Assessment in the Classroom

Name: Rebecca Haskins

Course Code: EDID6505
Course Name: Systems Approach to Designing Instructional Material
Tutor: Dr. LeRoy Hill
Due Date: 28th October, 2018

University of the West Indies Open Campus

Using Google Forms for Assessment in the Classroom 2

Table of Contents
INTRODUCTION .......................................................................................................................................................4

NEEDS ASSESSMENT PLAN ...................................................................................................................................5

OVERALL COURSE GOAL ............................................................................................................................................5

TARGET AUDIENCE....................................................................................................................................................5

WHAT INFORMATION IS NEEDED? ..............................................................................................................................6

WHY IS THE INFORMATION NEEDED? .........................................................................................................................7

WHO KNOWS THE INFORMATION? ..............................................................................................................................7

HOW DO WE GET THE INFORMATION? ........................................................................................................................7

HOW WILL THE INFORMATION BE USED?....................................................................................................................9

FORMAT OF WORKSHOP .............................................................................................................................................9

PERFORMANCE OBJECTIVES AND TASK ANALYSIS ................................................................................. 10

TASK SELECTION AND MAIN GOAL ......................................................................................................................... 10

ESTABLISHING PERFORMANCE OBJECTIVES ............................................................................................................ 11

PROCEDURAL ANALYSIS.......................................................................................................................................... 11

ASSESSMENTS ........................................................................................................................................................ 14

LEARNER AND CONTEXT ANALYSIS .............................................................................................................. 17

LEARNER ANALYSIS ................................................................................................................................................ 17

Demographics: ................................................................................................................................................... 17

Learning Preferences: ........................................................................................................................................ 18

INSTRUCTIONAL STRATEGIES AND LESSON ............................................................................................... 18

LESSON .................................................................................................................................................................... 19

ADVANCED ORGANISERS......................................................................................................................................... 19
Using Google Forms for Assessment in the Classroom 3

REFLECTION ........................................................................................................................................................... 20

APPENDIX A............................................................................................................................................................. 22

APPENDIX B ............................................................................................................................................................. 23

APPENDIX C............................................................................................................................................................. 24

APPENDIX D............................................................................................................................................................. 26

APPENDIX E ............................................................................................................................................................. 27
Using Google Forms for Assessment in the Classroom 4

Introduction

After Hurricane Irma in 2017, the Valley Primary School was forcibly demolished. Where there

were once three classes for every grade level, two classes were formed because of lack of space.

The large class sizes coupled with the lack of technology training for teachers at the school has

left a gap in learning. As most of the budget for Education went into repairing the schools after

the disaster, this meant resources like paper were scarce. As the computer lab at the school was

not damaged, this seemed the best time to pilot a workshop for teachers to integrate technology

into their classrooms while making it easier and more cost effective to give assessments that

would provide instant feedback to the large numbers of students.

As we strive to ensure our teachers are 21st Century ready, it is necessary we equip them with the

tools and skills to prepare our students to become global digital citizens. From observation,

teachers do try to include some semblance of technology in their daily classroom activities, but

many of them lack the skills to effectively impact the teaching and learning process.

This two day workshop will seek to provide training for teachers at the Grade 3 and 4 levels at

the Valley Primary School in Anguilla with at least one necessary digital tool for creating

assessment for the 21st Century classroom which they can further develop and use for a multitude

of teaching and learning ideas.

Using Google Forms for Assessment in the Classroom 5

Needs Assessment Plan

Overall course goal

To design a one-day workshop to train teachers to create Google Forms for the classroom setting.

Teachers will learn to create and use Google Forms to generate a number of resources such as:

self-marking digital assessments, forms to collect assignments from students, checks for listening

comprehension, exit tickets, ways to provide feedback on peer work and give students a chance

to reflect on a lesson/topic.

Target Audience

The target audience comprises of teachers from Grades 3 and 4 at the Valley Primary School.

There are a total of six (6) female teachers that make up this group. They range from 25 to 50

years old. All of the teachers in the target group but the youngest are teacher trained. The two

oldest teachers in the group have been teaching for more than twenty years while the younger of

the group have been teaching ten years or more. The youngest teacher has taught for only five

years and is not yet teacher trained. All of the younger teachers in the group are tech-savvy and

often integrate technology into their lessons daily, while the older teachers prefer to use paper

handouts and use the whiteboard to give instruction. All teachers participating in the training are

willing to use technology in their classrooms.

Using Google Forms for Assessment in the Classroom 6

What information is needed?

Optimals

- An adequate knowledge of creating and navigating through Google Forms

- A basic understanding of how Google Forms can add to the quality of education

Actuals

- Teachers do not currently use Google Forms in the classroom

- Teachers are currently using paper-based assessments in the classroom

- Teachers have access to Google Apps for Education Suite (which Google Forms is a part

of).

- Access to devices and technology is limited

Causes

- Teachers are not comfortable with integrating technology such as Google Forms into the

classroom

- Technology may not be available for use by students during class-time

- Teachers are not encouraged to integrate technology into their classrooms

Feelings

- Determine whether teachers are willing to integrate technology into the classroom

- Determine whether teachers are willing to participate in a technology integration training

- Examine current views about technology integration in the classroom

Solutions

- Teachers will be able to attend workshops to help them learn to create Google Forms to

create resources that can be used in everyday classroom activities.

Using Google Forms for Assessment in the Classroom 7

Why is the information needed?

In order to design a meaningful and engaging workshop for the target group, the information

gathered above is imperative. Information gathered from the needs assessment will aide in

focusing the 2-day training on specific deficiencies among the target group as well as aid in

integrating technology into classrooms and improve the efficiency of teachers in the target group

by helping them to create a number of resources using Google Forms.

Who knows the information?

- The teachers who will participate in the survey as they are the ones who are in the classroom

every day.

- The Principal and Deputy Principal of the schools, as they want the data which can be

collected using the Google Forms

- Education Officers to whom the assessment data is sent to for statistical analysis

- Coordinator for ICT at Primary, who supports the integration of technology into the

classroom and will provide the training this needs assessment will support.

How do we get the information?

Several methods of data collection will be used in order to complete the needs assessment.

Incorporating the concept of brainstorming is the Nominal Group technique (NGT). As the target

group is a small group, a NGT session is appropriate to gather information as participants would

feel relaxed and willing to share because of the intimate nature of the group. The session aims to

identify optimals, causes and solutions.

Using Google Forms for Assessment in the Classroom 8

NGT is also a very cost-effective method of collecting data. As all participants work in the same

school and in close proximity to each other, they can be met at a location convenient to them in

order to add to the relaxed feel of the session. There is no cost other than time of the participants.

Teacher buy-in is also very likely, making the session more of a success.

The process involves anonymously ranking ideas provided by participants in order to set

priorities.

A second technique would be participant observation. Target group teachers would be observed

teaching several classes in order to gather information on actual performance as well as optimals.

Problems and possible causes of problems can be defined during this type of technique as well.

An advantage of this technique includes a non-threatening approach to gathering information. It

is possible that there would be bias, as teachers would be aware they were being observed.

Observation presents a low-cost method of gathering information and is anonymous as no other

participants involved.

Interviews would be carried out with the Principal and Deputy Principal. These interviews would

allow for the collection of information on all or a combination of actuals, optimals, problems,

causes and solutions along with background context. Meeting one on one may have a positive

effect as the interviewer might be able to persuade the interviewee of buying-into the proposed

need. Information collected in this case would be completely confidential as there are only two

persons in the room.

Using Google Forms for Assessment in the Classroom 9

How will the information be used?

“Optimals minus actuals equals learning needs”

In order to design the best suited workshop, information gathered on optimals and actuals must

be considered. The information gathered will be able to focus workshop goals on the training

needs of target group.

In this case, it is clear that Google Forms is currently not an active technology being used in the

classroom and the first goal of the workshop would be to introduce teachers to the tool.

Format of workshop

A one-day face to face workshop will be scheduled for participants in the Department of

Information Technology and E-Government Service’s (DITES) training room. The training will

take place from 8:30am to 12:30pm with a coffee break at 10am for 10 minutes.

Activities during the workshop will include a demonstration, discussions, hands on creation of

the Google Forms, presentations (individual and group) questioning and feedback.

Media needed include a projector and screen and individual computers with internet access and

sound.

The workshop is the start of a series of workshops on how to incorporate Google Apps for

Education into everyday teaching and learning activities. It will be supplemented with an internal

website (available only to teachers in the Department of Education, Anguilla) where the

presentation and videos used during this and future trainings will be available to aid in
Using Google Forms for Assessment in the Classroom 10

reinforcing concepts taught during the face to face workshops. Videos can be reviewed at any

time.

Performance Objectives and Task Analysis

During the task analysis, a number of tasks were identified and prioritized using the Task

Selection Worksheet (See APPENDIX A). A procedural analysis was then conducted for the two

tasks with the highest priority

Task Selection and Main Goal

Task 1

Creating, editing and designing basic Google Forms and. creating assessments with Google

Forms

Goal

By the end of the workshop, participants will be able to create, edit and design basic Google

Forms to use for a variety of classroom assessments.

Using Google Forms for Assessment in the Classroom 11

Establishing Performance Objectives

Terminal Objective

 Demonstrate the appropriate use of Google Forms to assess learners in at least two (2)

different ways (applying)

By the end of the workshop, participants will be able to:

1. Identify what Google Forms can be used for in a classroom setting (remembering)

2. Associate Google Forms and other ICTs being used in a classroom setting with good

teaching practices (understanding)

3. Develop and design Google Forms to create a variety of formative and summative

assessments for their classrooms (creating)

4. Manipulate Google Forms to suit the type of assessment to be carried out or information to

be captured (evaluating)

Procedural Analysis

From the tasks outlined in the task selection worksheet (See Appendix A), the task that ranked

highest priority was chosen for the procedural analysis. The procedural analysis will outline in

detail the chosen task along with any subtasks to give a clear and precise breakdown of all steps

involved in successfully completing the selected task.

Using Google Forms for Assessment in the Classroom 12

Assumptions

 All participants have solid knowledge of carrying out appropriate assessment in a classroom

setting

 All participants have access to their Department of Education Google account (where

Google Forms is found)

 All participants have knowledge of the Google Drive and how documents are stored and

saved as well as some ICT skills that they can use during the session

 Resources such as the computer lab and/ tablets are available for teachers when they want to

implement Google Forms in their classrooms

Level 1 Introduction to Google Forms

1.1 Sign in to Google Apps for Education Suite

1.2 Locate and open Google Forms within Google Apps for Education Suite

Level 2 Creating and Editing the Form

2.1 Create new form by clicking “New Blank Form” from sidebar menu

2.2 Give form an appropriate title and write clear instructions for activity under description

2.3 Add a question to the form by clicking plus button located on right side floating menu

2.4 Choose answer type from drop down menu within question section

2.5 Repeat for all questions to be added to form

Using Google Forms for Assessment in the Classroom 13

Level 3 Designing the Form

3.1 Select customize theme from main menu

3.2 Select either header image or theme colour to adjust form design

3.3 Select a clear and easy to read font style

3.4 Close customize theme window using X in right hand corner

Level 4 Creating a self-marking assessment

4.1 Select Settings from main menu

4.2 Click Quizzes tab from settings window

4.3 Turn on “Make this a Quiz” from Quizzes tab in settings window

4.4 Select options best suited for quiz

4.5 Select SAVE at bottom of settings window

4.6 Adjust Answer key located at the bottom of each question by assigning points and

selecting the correct answer.

Level 5 Share the quiz

5.1 Select Send from main menu

5.2 Select method best suited to share the assessment (via email, via link, via embedded

html)

5.3 Send (for email) or copy (for link or embedded html) quiz
Using Google Forms for Assessment in the Classroom 14

Assessments

In line with the terminal objective, “Demonstrate the appropriate use of Google Forms to assess

learners in at least two (2) different ways”, a performance rubric was created (See Appendix D).

The rubric will be used to assess whether participants in the workshop are able to use critical

thinking and problem-solving skills to manipulate a Google Form into an appropriate and

meaningful form of assessment and incorporate it into their classroom.

Along with the rubric, three (3) discussion questions and one (1) multiple choice question were

also formulated to assess the participants ability to apply the knowledge learned in the workshop.

Each question directly related back to one of the objectives of the training session.

The following are questions and activities that will assess learners and their understanding of the

enabling objectives. The questions will be presented in the form of a Google Form and a

summary of responses will be emailed to the participant as well as the facilitator for further

discussion (where appropriate).

Objective: Identify what Google Forms can be used for in a classroom setting

(remembering)

Question (multiple choice)

This question will be administered once the training has been completed.

Which of the following types of assessment can a Google Form not be used for in a classroom
Using Google Forms for Assessment in the Classroom 15

setting?

(a) Creating an exit ticket

(b) Administering a multiple-choice exam

(c) Calculating averages (answer)

(d) Assessing reading comprehension

Note: The following questions will be administered in a separate google form after the

presentation on is complete and associated tasks have been carried out.

Objective 2: Associate Google Forms and other ICTs being used in a classroom setting with

good teaching practices (understanding)

Question (discussion)

Why is it important to incorporate ICTs like Google Forms into a 21st Century classroom?

Answer:

- Keep up to date with technology

- Improves engagement of learners

- Improves teaching practice (saves time!)

Objective 3: Develop and design Google Forms to create a variety of formative and

summative assessments for their classrooms (creating)

Question (discussion)
Using Google Forms for Assessment in the Classroom 16

What types of formative and summative assessments would you be willing to create digitally?

What do you think the advantages of having these resources in a digital format would be?

Answer:

Dependent on answers given, advantages would vary.

Objective 4: Manipulate Google Forms to suit the type of assessment to be carried out or

information to be captured (evaluating)

Question

Aside from summative and formative assessments, what other ways could you use Google Forms

in your classrooms to benefit the teaching and learning process?

Answers:

(will vary)

Examples may include exit tickets, polls, surveys

Learning Activity/Practical assignment

After the slideshow presentation, students will be asked to create two different types of

forms/assessments of their choice using Google Forms. They will need to outline what purpose

they are creating the form/assessment for and once they have created it, share it with a peer for

them to try. The peer will then give feedback to the creator on the form/assessment. Participants

will be asked to volunteer (if they wish) to share their forms and feedback.
Using Google Forms for Assessment in the Classroom 17

Learner and Context Analysis

Before any instructional strategies and lessons can be produced, a comprehensive analysis of

learners and the context under which they will use their new knowledge and skills and under

which they learn the skills must be carried out. This way, appropriate and meaningful learning

strategies that suit the target audience can be incorporated into the workshop.

A contextual analysis (see Appendix C) was conducted to include learning, organization and

environmental factors pertaining to each of the three contexts: orienting, instructional and

transfer. This analysis will provide detail into any implication surrounding the context of learners

not considered in their analysis.

Learner Analysis

The purpose of a learner analysis is to aid in determining what instructional content needs to be

included and where this instruction should start. Participants in the training were analysed in

detail in order to make the workshop content meaningful. An analysis of the learners produced

the following information:

Demographics:

- All six participants are female

- Age ranges from 25 to 50 years

- Five out of six teachers have completed some form of teachers training

- Two teachers have more than twenty years’ experience, two have over ten years, one has

more than five years and one has exactly five years
Using Google Forms for Assessment in the Classroom 18

Learning Preferences:

Learning preferences fall into three categories: auditory, tactile, visual. It is important to appeal

to all three learning styles during a training session to ensure everyone participating is equally

engaged. Unlike their own students, the participants in this training workshop should be

considered motivated and able to engage in discovery learning as they are able to see the benefits

of completing the training and should be eager to implement the skills and knowledge gained

into their own classroom settings. Instructional strategies and activities created for this training

workshop cater to all three types of learning preferences.

Instructional Strategies and Lesson

In order to incorporate effective instructional strategies that promotes problem-solving and

critical thinking, Merrill’s First Principals were taken into consideration. These first principals

combine a number of instructional strategies in order to produce a model that can be adapted in

any higher-order learning situation. The model states that an objective must be able to do the

following:

Activate prior knowledge – as the participants already have some knowledge in using ICTs in

their daily teaching practice, the objective must help them to connect the new training with best

practices they are already doing. A discussion will be used to trigger an exchange of ideas based

on best practices using ICTs in the classroom.

Demonstration – it is important for participants to see examples of the concept you are trying to

teach in order to get the bigger picture. Listening to an explanation lecture-style does not aid in

fully understanding something that would be easier learned if demonstrated.

Practice – Allowing participants hands-on experience in creating Google Forms gives them an

opportunity to practice the concepts they were taught during the training.
Using Google Forms for Assessment in the Classroom 19

Integration – encouraging participants think outside the box and applying and manipulating the

new concepts and skills learned to adapt to new scenarios.

Lesson

A presentation on creating Google Forms was created and loaded into a VoiceThread. Several

videos were created for this purpose and were linked to the presentation. The Voicethread will be

available for participants for referencing after the training is complete.

(Link: https://voicethread.com/share/11612200/)

Advanced Organisers

Two advanced organisers were created as handouts to go along with the training – a Frayer

Model Diagram and a Comparative Advance Organiser. (See Appendix E). These organisers will

be given out during the course of the training session.

Using Google Forms for Assessment in the Classroom 20

Reflection

This project is a small part of a larger training that I personally want to implement in Anguilla.

Currently the Department of Education in Anguilla subscribes to Google Apps for Education.

Although the Department has subscribed to this suite for a number of years, it is extremely

underused, especially in the primary schools. Having to go through the many processes and

analyses required to create an instructional unit have helped me to appreciate all the different

aspects of the learners and the environment that need to be considered.

At the mention of an ICT integration workshop the majority of the younger teachers of Grades 3

and 4 at Valley Primary (who I have also done previous Google training with) were excited at

the possibility. Unfortunately, there was a little hesitation from the two older teachers as they

both prefer hand written lesson plans and assessments “just in case technology fails” they said.

Despite this they still were both willing to participate in the workshop and ‘give it a go’ for

which I am grateful.

I tried my best to include a number of instructional strategies that would appeal to my audience,

as I was dealing with two very different generations of learners. The more experience teachers

would appreciate the demonstrations I would give along with the comparisons between paper-

based assessments and Google Form assessments, while I knew the younger learners would

relate more to the activities and getting hands on experience.

Taking the teachers out of the school setting may not have been the best choice as it involves

teachers having to find their own transport to and from the training room as well as being

physically away from the school if there were an emergency with their class. The ideal setting

would have been the computer lab based at the school, but due to other classes happening at the
Using Google Forms for Assessment in the Classroom 21

same time and the unreliability of the computers themselves as well as the internet resulted in me

deciding to host the training some where I knew would work best.

Another negative may have been an information overload for the more experienced teachers. In

hindsight, a separate, basic computer literacy class would have benefited them before going in to

something web-based like Google Forms.

Something that did work, was the sharing of information. From the four younger teachers, some

amazing ideas of how they would use Google Forms in their classrooms (and out) emerged.

Participants were able to give feedback to each other about ideas and brainstorm how to solve

issues schoolwide. (One example of this is instead of having a book go around to collect

attendance every day, teachers submit a google form with this information daily to the principal.)

Having the participants share with each other in such an intimate setting allowed for the

conversation to be more open and honest. Participants felt happier that their ideas were valid and

buy-in to Google Forms and Google Apps for Education in general increased.

For a workshop like this, in the future I would consider breaking the participants into groups

based on their own experiences and feelings towards ICTs in the classroom.
Using Google Forms for Assessment in the Classroom 22

APPENDIX A

Task Selection Criteria Worksheet

Standardization (10)

Feasibility (10)
Frequency (10)
Criticality (40)

Difficulty (30)
Task Selection Criteria Worksheet

Universality/

Total (100)

Priority
TASKS #1 #2 #4 #5 #6 #7 #8

Investigation into previous knowledge 40 5 5 5 15 70 5

Review why technology is important in the classroom 10 5 8 8 10 41 7

Introduction to Google Forms 30 9 5 10 20 74 3

Create, edit and design basic Google Forms* 40 10 10 10 30 100 1

Create, edit and design Google Forms using a template 40 5 6 7 15 73 4

Creating assessments with Google Forms* 40 10 10 10 30 100 1

Creating Google Forms for collection of data 20 5 8 8 20 61 6

Analysing data from Google Forms 30 8 10 8 30 86 2

Sharing Google Forms 30 8 7 8 20 73 4

Using Google Forms for Assessment in the Classroom 23

APPENDIX B

Procedural Analysis
Using Google Forms for Assessment in the Classroom 24
APPENDIX C

Contextual Analysis Worksheet

-2 Greatly impedes
-1 Slightly impedes
+1 Slightly facilitates
+2 Greatly facilitates
Orienting Context
Learner Factors
At least 80% of participants are teacher trained -2 -1 +1 +2
100% of participants have at least 5 years teaching experience -2 -1 +1 +2
More than 50% the participants demonstrate a willingness to learn new technology -2 -1 +1 +2
More than 50% the participants use technology daily in their classrooms -2 -1 +1 +2

Immediate Environmental Factors

The scheduling of this training may be an issue as having 6 teachers absent in for one day would lead to having to find 6 substitute -2 -1 +1 +2
teachers. Also - most teachers travel during school breaks.
Participants try their best to work together collaboratively when planning lessons, tests and creating resources etc. -2 -1 +1 +2
Participants do not see technology being used daily by school administrators. Use of technology is neither encouraged nor -2 -1 +1 +2
discouraged.

Organisational Factors
Participants are aware of the benefits of the workshop and how it can affect their teaching practice -2 -1 +1 +2
After support will be provided by facilitator -2 -1 +1 +2

Instructional Context
Learner Factors
Participants are willing to use the skills taught during the workshop to develop their own instruction -2 -1 +1 +2
Participants consider knowledge and skills gained during the workshop easily manipulated to suit their individual classrooms -2 -1 +1 +2
Participants are encouraged to work collaboratively both during the workshop and after -2 -1 +1 +2
Using Google Forms for Assessment in the Classroom 25
Immediate Environmental Factors
Internet and computers in training room are 90% reliable -2 -1 +1 +2
The small intimate setting can encourage collaborative discussion and activity -2 -1 +1 +2

Organisational Factors
Training room is comfortable and well equipped with all resources needed for an effective training -2 -1 +1 +2

Transfer Context
Learner Factors
Ongoing support and training will be provided -2 -1 +1 +2
Skills and knowledge acquired during training are easily transferred to other available software -2 -1 +1 +2
Learners may not yet be comfortable enough with using the technology after only one training -2 -1 +1 +2

Immediate Environmental Factors

Resources and equipment not available for use -2 -1 +1 +2
Administration not leading in using technology therefore seeming unconcerned or unsupportive -2 -1 +1 +2

Organisational Factors
No collaborative culture in the school to encourage use of technology or collaboration among teachers -2 -1 +1 +2
Using Google Forms for Assessment in the Classroom 26
APPENDIX D

Rubric

4 - Superior 3 - Adequate 2 - Mediocre 1 - Inadequate

Exhibits superior knowledge

Exhibits an acceptable Limited knowledge of
of curriculum and Little knowledge of
knowledge of curriculum and curriculum and struggles
Creating a Form assessment writing and is curriculum, no clear
can somewhat communicate with communicating clear
able to communicate communication skills
instructions clearly instructions
instructions clearly

Exhibits superior knowledge

Uses default settings and
of selecting a theme or
does not demonstrate ability
Designing a Form colour to adjust the form
to select a theme or adjust
design for maximum user
colour
friendliness

Limited knowledge of how

Exhibits superior knowledge Exhibits an acceptable to convert google form to
in converting google form to knowledge of converting quiz (missing either marks
Convert form to Unable to completely
quiz by selecting feedback google form to quiz but assigned or has not
assessment convert google form to quiz
options and assigning marks assigning feedback assigns selected to provide
where necessary marks to where necessary feedback option for quiz
takers)

Demonstrates superior
ability to share the
Demonstrates ability to use at
completed form in more
least one way of sharing the Limited knowledge of how to
Sharing of form than one way for students to
completed form for students share the form by any means
access (any combination of
to access
email, link or embedded
html)
Using Google Forms for Assessment in the Classroom 27
APPENDIX E

Expository Graphic Organiser

Using Google Forms for Assessment in the Classroom 28
Comparative Advanced Organiser