Teacher Feature: How to Use Google Forms in the Classroom for Higher Ordered Learning and Assessment

Recently, I was asked to create a google form that would automatically schedule students to meet with teachers throughout a flexible day to prepare for our middle school Academic Gallery presentations. Regardless of how that went, I was reminded of how impressive and underutilized Google Forms is for our students and our assessment and instruction. With just a little creative thought and some setup time, I noticed that we could have differentiated and self-directed learning processes all in google forms.

Did you Remember these basic tools for teaching built into Google Forms?
Some of the basic uses we often forget exist or were never shown are things like the Quiz Feature that allows for feedback after each answer. As creators, we can choose the settings wheel and toggle on the Quiz switch to assign point values and even feedback for correct and incorrect answers.

Organizationally speaking, adding sections can allow us to break up our content, and by choosing the more options dots, we can select to determine which section students are navigated to based on the answer they pick.

Consider having students go to differentiated areas of a quiz based on the level of questioning techniques. For example: if you asked students the below question and they got it wrong, instead of sending them to another question of the same idea, send them to a section that frontloads and explains about the Point of View of To Kill a Mockingbird.

Let’s also not forget that students can upload documents as answers. This has a ton of possibilities, such as the example provided, where students could complete work in another app such as a drawing, or photograph, and upload it to Google in the prompted question.

So let’s say these forgotten additions made you think, wow I can be doing more with Google Forms, what about taking this one step farther and considering the instructional ways we can utilize this if instead of dropping our paper styled quizzes into a digital template, we recreated what quizzes looked like in general.

Let’s Create Leveled/Tiered Quizzes that reinforce Learning

What am I talking about? Well, let’s go back to the redirect feature. Let’s say I’m a 9th grade English teacher, giving this Mockingbird quiz, and after section one based on the quiz settings that have been telling students whether they were correct on incorrect, kids tallied their questions right or wrong. So we asked students to answer by the initial information from the provided quiz, like below – and it redirects them based on question level and taxonomy task.
So if students only get 0 or 1 out of 5 questions correct – they get redirected to some assisted questions to remediate the reading that they didn’t do, or didn’t fully understand. What does that look like in the form?
-Well, it may be a guided reading passage like below where students get refocused on chunked passages with questions attached.
-It may be linked to a video or audio snippet that reviews the content.

Regardless, students get to self reflect, or learn the content they missed before ever hitting submit. Before you even have to see that sad reading quiz score, they can continue to learn.

What about the kids that read and knew the answers? How is this different than any other quiz?

They get to analyze and get asked questions that provide in-depth learning opportunities. If students clearly understood that Scout was the narrator they could then be prompted with a more difficult analysis question that then asks them, “What is unique about Scout’s narrative voice and how the story is told from her point of view?” that we wouldn’t always provide on a general quiz for everyone. Asking students to consider the fact that the book is told in retrospect but is also still told from a child’s point of view, not as an adult looking back. This skill requires in-depth, higher-ordered thinking

What other things can I do that are higher ordered with Google Forms?

Analysis and Reflection of the Results of Forms
Let’s talk a little bit about the data that Forms generates for you in helpful charts and graphs. When students answer a certain way, and you open the preview of responses to the pie charts and provided data collections, you can use those tools for reflection and assessment in itself.

For example, in a form I used once for student reflection I asked them the question “How prepared do you feel for what lies ahead of you after high school” (shown below as well). I could use that for their class for reflective purposes and ask some follow up questions such as:

-What does the data say about the individuals in this classroom?
-Why do you think 58% only feel somewhat prepared?
-What do you notice as a whole about how our class feels about our future?

By using the classes answers for data you get authentic and relevant responses that can teach students to interpret and reflect.

Consider how to create Long Term use out of Short Term Forms

Here’s a thought. You go through the work of creating one form, that students can repeatedly fill out that provides you with ways of seeing their growth and successes. Or that you can use the results to have them reflect on later for larger assessments.

Example for ELA: Have students continuously fill out a form that analyzes quotes, and provide them with that shared google sheet at the end to use as evidence for their writing or other work.
Additionally, have them reflect on the quotes and analyze their connections and relationships to things like themes, message, audience, and more.

Example for Math/Science: Have students complete a problem and write out the process they went through to solve it as a pre-assessment.
Then a week later have them do the same with a new problem of the same sort, then two weeks later another.
-Sort the problems in the spreadsheet by the student, to see growth and ask for reflection.

Example for Gym: Have students continuously submit the times it takes them to complete activities as a recorded Exit Ticket of demonstrated growth throughout a semester that you can share with them to go back and reflect upon.

Have an “I need Help” – or “Questions for Later” Google Form

How many of us utilize Google Forms for reinforcement for our Standard Operating Procedures? I know I always set up “What to do when the teacher isn’t available” SOP’s. Forms can help us to do this. A simple QR code in the corner of the board can take students to a help form. It can even ask the questions you were going to anyway, such as “Did you read the instructions?” “Did you check my website for resources/help?” and more!

The list can go on and on. If you are interested in having templates for these types of google forms, email lauren.levesque@thorntonacademy.org to be shared a Folder of them as examples, and thank you for reading.

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