Survey
Assess Learner Knowledge Using Online Forms
Charlestown Adult Education
TAGS: #InstructionalRoutine #Survey #GoogleForms #CAE
WHAT: Create online quizzes with built-in answer keys for students to use as a post-lesson assessment tool that provides students with quick, actionable feedback and explanations.
WHY: Provide learners with immediate feedback on the accuracy of their answers to address misconceptions, reinforce knowledge, and help make content “stickier.” Learners often become more self-aware when reviewing their responses, asking themselves metacognitive questions such as “Why did I think the answer was….and not…?” Providing quizzes that provide immediate feedback also increases opportunities for learners to conduct independent self-study.
Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:
HOW | Google Forms (Quiz)
Create a quiz and answer key using the Google Forms “Make-this-a-quiz” setting
Type in your first question, and select multiple-choice as option
Type in the answer choices
Click on “Answer Key,” then select the correct answer from the answer options available
Provide written feedback on incorrect answers so students know where their mistake was and can “learn from their mistakes.”
Note: Quizzes will be short and focused on the main points of the lesson taught. Learners will be able to see their results immediately. Quizzes will be stored in the same folder as the class materials, accessed via the class QR code.
We envision student access as follows:
Students will use the QR routine to access the classroom google drive
Students will navigate to the folder containing the module they are working on
Students will be able to review the class material and take the associated quiz
We will name the files something like this:
lesson1.pdf quiz1.pdf
DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):
IS.4: Self-assess Your Skills: Google quizzes provide an excellent self-assessment tool for learners to use to test the skills covered in each lesson. Learners can review material at their own pace and get immediate feedback, making it easier for them to track their progress and “self-correct”. Learners will be coached by asking: “Why is it important to find opportunities to test your skills? When you take an online assessment, what should you do with the results? What can you do if you don’t pass an online assessment?”
LL.2*: Adapt to New Technology: Students will learn to take online assessments, a tool frequently used in both workplace training and certification, and academic settings. These assessments will build learners’ confidence by increasing learning and experience.
Creating and Completing an Online Form for Self-reflection and Course Feedback
Labouré Adult Education Program
TAGS: #InstructionalRoutine #ProgramPractice #Assessment #Survey #GoogleForms #Laboure
WHAT | Create Online Form: As a class project, students create reflection questions to use in an online survey form. The questions allow them to reflect on their own participation, study skills, executive functioning, etc. They also have the opportunity to provide student feedback to the teacher on activities they enjoyed, did not enjoy, and suggestions for future classes, etc.
WHY | Optional blurb: Learners can foster self-efficacy, self-regulation and ownership for their learning and the class when they participate in creating the questions they will use for self-reflection and course feedback.
Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:
HOW | Google Forms: Along with the teacher, students create questions they deem to be important for success and self-reflection in the classroom. They also create questions to give feedback on the course. Types of questions and intent can be discussed (scale, multiple choice, open-ended, etc.)
Students access the Google Form regularly (bi-weekly, for example) via Google Classroom or email.
Students complete and submit their individual form
Instructor uses feedback for further instruction, one-on-one meetings, and to track student assessment of their progress.
Results can be analyzed for short- and/or long-term goal setting
Form can be revisited and revised as needed.
DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):
CO.1: Communicate Effectively: Learners complete the form and provide comprehensible feedback (especially on open-ended responses.)
CO.7: Share Information with Others
LL.3: Set Goals & Reflect
Encourage Independent Learning Outside of the Classroom Using Survey Administration Software
Julie's Family Learning Program
TAGS: #InstructionalRoutine #Survey #GoogleForms #JFLP
WHAT: Survey administration software is flexible and can accommodate multiple question types. Therefore, learners can practice a variety of skills outside of class. With pre-made resources available for the learners, they are able to browse through teacher-filtered materials. Teachers provide the practice questions, and the students can receive immediate feedback.
WHY: Using survey administration software is simple to use and can be done on any electronic device. Because it is easily accessible, learners are able to learn independently and develop regular study habits. It provides an opportunity for review and reinforcement of skills that have been mastered and encourages practicing skills that are not through video or extra practice.
Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:
HOW | Google Forms
Learners access the additional exercises on a Google form to complete outside of class. The questions will be based on material and skills learned in class. The questions could be multiple-choice, short answer, or paragraph writing. Multiple-choice questions will have answers that provide immediate feedback for the learners, while the open-ended responses will require teacher feedback.
DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):
IS.4: Self-assess Your Skills: Wordwall games and activities promote independent practice. Students get instant feedback on their comprehension. When they repeat the activity or try a new template, they can see their progress and identify which areas require further study.
LL.2: Adapt to New Technology: Wordwall games and activities are an easy on-ramp to self-directed and independent learning. The games are simple and intuitive, building students’ confidence to use technology independently. Wordwall requires very little onboarding. Students can even play through the activities without typing their names. Mastering Wordwall can help students build confidence for mastering more difficult digital skills down the road.
EF.3: Use Basic Browser Tools
Fostering Inquiry on a Remote Video Meeting
Rian Immigrant Center
TAGS: #DigitalLiteracy #Assessment #Survey #Slido #RianImmigrantCenter
WHAT | Using a QR code, students can access a variety of teacher-curated polls. Students can develop inquiries in a low-stakes environment by asking and answering questions anonymously through a variety of different polls, surveys, and quizzes.
WHY | The anonymity of the polls and surveys will allow students to engage with the content while maintaining a low-stakes environment.
Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:
Self-monitoring: When adults monitor their comprehension, performance, and use of strategies when learning they become more invested in their work, build their Metacognition, and actively participate in the process. Helping learners self-assess their behavior helps develop their Self-regulation, monitor their comprehension during reading, and think through strategies during math tasks. Self-monitoring also supports critical thinking and Problem Solving skills.
Formative Assessment: Formative assessment is "assessment for learning" rather than "assessment of learning". In terms of lifelong and lifewide learning, it is often called "learning-oriented assessment", since the focus is on fostering a Learner Mindset by providing feedback, reflection, and revision opportunities rather than evaluation. Embedding assessments throughout instructional activities for feedback and growth opportunities rather than evaluation of achievement, serves a variety of purposes in instructional settings. Learners have the opportunity to make mistakes in a low-risk environment, receive meaningful feedback from the instructor to understand their progress, and revise their work to support a cycle of learning. Formative activities and assessments also help to inform instruction as instructors also gain meaningful information about learner progress. These activities can positively boost learner Emotion and intrinsic Motivation, helping to ease academic anxiety as the emphasis is placed on the learning process rather than final achievement.
HOW | Slido: With Slido, students can submit questions through a regular web browser using a unique event code. Questions that appear on the presenter’s screen can be upvoted by other participants, moving the most popular questions to the top. Once a question has been answered, the presenter or teacher can remove it from the queue. Slido also offers audiences polling with multiple-choice and word cloud options.
Word cloud poll - A word cloud poll is a visual representation of your audience’s thoughts. You simply ask your participants a poll question, and their submissions create a word collage.
Multiple choice poll - A multiple choice poll allows your audience to select one or multiple options. You can also mark one of the options as a correct answer if you want to quiz your colleagues or event attendees.
Rating poll - A rating poll lets your audience give a star rating in the same manner that we use when rating our Uber drives, meal deliveries, or hotel accommodations.
Open text poll - An open text poll gives your audience the freedom to formulate their own answers via an open text field.
Ranking poll - A ranking poll lets your participants rank multiple options based on their preference or any other desired order.
DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):
CO.2: Digital collaboration: Students will use Slido as a medium for interpersonal communication and collaboration between students and instructors.
MO.6: Collaborate Using Mobile Tools: Students will utilize their mobile phones to access surveys and polls through QR codes on their mobile devices.
Learning to Complete Online Forms
Gardner Pilot Academy Adult Education Program
TAGS: #InstructionalRoutine #Survey #GoogleForms #GPA
WHAT | Students will learn how to complete online forms. Student digital skills assessments, class evaluations, teacher evaluations and other feedback needs can be completed using surveys.
WHY | Students being able to complete online forms is crucial to their digital literacy. These forms are commonly used by schools, doctors’ offices, hospitals, online retailers and more. By knowing how to complete these forms, students will be able to use technology as part of our digital society and be able to share information with others in a fast, concise form.
Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:
HOW | Google Forms: Instructors will preview the activity by projecting a form and asking students questions such as what they know about forms, when they have had to fill out forms, whether they have completed online forms, and so on. Instructors will then project an online program-wide survey. Instructors will next demo filling in the survey. Instructor will then project a blank survey and have students come up to complete the survey. Instructor will then project the ink to an online program-wide survey. Finally, students will complete and submit the online survey under the supervision of instructor and volunteer.
DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):
CO.2: Collaborate with Technology
CO.7: Share Information with Others: Students will learn some of the different uses of surveys. They will learn about the different types of questions in an online survey, such as yes-no, short answer or fill-in-the-blank. They will learn how to move to the next question and to the next page and also how to submit a survey once completed, thereby sharing it with the requesting party.
Respond to Digital Literacy Survey to Identify Needs
Jewish Vocational Services - Hyde Park
TAGS: #InstructionalRoutine #Survey #GoogleForms #JVS
WHAT | Students take a survey at the beginning of the year to give information about their digital literacy needs. Instead of focusing on their devices, this survey asks the students to identify both what they already do on their phones and computers and what they want to be able to do on their phones and computers.
WHY | The goal of this survey is to help teachers know what the students’ needs are around digital literacy to be better able to craft lessons that meet those needs. This information not only helps individual teachers craft lessons but can also identify skills to emphasize for the whole program. This can also help teachers identify what lessons to craft that can be used in the future. For students, this survey will help them to identify their own needs and set goals.
Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:
HOW |Google Forms: Teachers give students the survey during the first two weeks of classes on a digital form such as Google Forms and can be sent to students as a homework assignment. Teachers review the results within the first month of classes. The results can be used to determine which digital literacy lessons to emphasize for that year. Teachers can share the results with the students in their classes so students know what will be taught that year. For beginner students, use multiple choice with pictures. For higher level students, use open-ended questions.
DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):
LL.3 Set Goals and Reflect: For students, this is a way to identify what they want and need to learn in order to give them some say in their own learning. Helping the teacher to set classroom goals also helps with motivation because students can see the relevance in their own lives.
Share Feedback and Opinions Via an Online Form
Mujeres Unidas Avanzando
TAGS: #ProgramPractice #Survey #GoogleForms #MUA
WHAT | Share Feedback and Opinions Via an Online Form: Online forms (such as Google Forms) are utilized for students to submit mid-year evaluations, end-of-year evaluations, and general feedback, complaints, and inquiries. Via these Google Forms, there is an open line of communication between the student and the program at any time. The pressure of a face-to-face conversation is removed, and students also have the option to remain anonymous when completing a form.
WHY | Student Voice The goal of this routine is to encourage and facilitate student voice in the organization. The opinions and the experiences of all students are valuable, but some students will be more comfortable than others in voicing those opinions. By providing a scaffolded online form and explaining to the student that providing their name and contact information is optional, more students will be comfortable sharing their thoughts.
Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:
HOW | Google Forms: Google Forms is the simplest way to accomplish this task. Google Forms are easily accessible by links that teachers can share with their students, and various question types can be used, such as multiple choice, checklist, short answer, and more. Mid-year evaluations and end-of-year evaluations should be administered at a set time to the whole class, and a separate, ongoing feedback form should be available for students throughout the year on Google Classroom. In this way, they know that they can submit a form whenever they have a specific inquiry or issue, not just at these two points in the year.
The forms are scaffolded for English learners of all levels. This is done by providing images alongside the text (such as emojis, thumbs up/thumbs down icons, etc.), as well as sentence stems to help get students started. Through short answer questions, students are asked to elaborate on their opinions. Sentence starters are provided as a scaffold for those who may need them. This is to ensure that students from all classes are able to provide meaningful feedback, not just those in upper-level classes.
DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):
CO.1: Communicate Effectively: Students practice providing feedback digitally. They have the opportunity to ask questions, voice complaints, praise a staff member, and more.
CO.7: Share Information with Others: Via these forms, students provide valuable information and insights to the program.
Understand Students' Career Goals by Administering a Survey and Needs Assessment via an Online Form Creator
Action for Boston Community Development
TAGS: #ProgramPractice #Survey #GoogleForms #ABCD
WHAT: Students complete a Google Form survey with questions regarding their career goals and barriers upon their enrollment in a class. Using Google Forms gives students experience using digital forms for data collection, as well as prompting students to reflect on their goals.
WHY: Using Google Forms as the tool to collect this important student information allows instructors and advisors to visualize trends in career goals and barriers, allowing them to better serve the students by adjusting in-class instruction and career workshops to fit the student population. Students will answer a variety of question types, including open-ended and multiple-choice questions, better familiarizing themselves with online forms that are used in many different contexts (medical, workplace, etc.).
Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:
HOW | Google Forms:
New students are assigned the Google Form via Google Classroom as either an in-class assignment or an asynchronous assignment, depending on the current curriculum and lesson planning.
Advisors and instructors periodically review the Google Form results, inputting any relevant information into students' individual advising spreadsheets, and keeping notes of general trends among students.
DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):
LL.3: Set Goals & Reflect
Use Online Polls for Daily Check-Ins and to Assess Class Knowledge
Julie's Family Learning Program
TAGS: #InstructionalRoutine #Survey #GooglePoll #JFLP
WHAT: Have learners do a quick check-in at the start of class. At the start of class, learners open Google Classroom to answer the check-in question. They briefly reflect and then type their response. Sometimes they are asked to respond to other answers, and then it becomes a class warm up.
WHY: Online polls are short and informal tasks that equip teachers with feedback from students so they can adjust their teaching. The online poll automates the data collection. The results can be seen by the classroom community, therefore, providing a springboard for class discussion.
Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:
HOW | Google Classroom Polls
Create a poll within Google Classroom with a question that asks them to reflect on their level of understanding and their background knowledge on a topic that will be discussed. Post the question on Classroom. The form is automatically sent to each student's email when it is posted. Then share the results of the poll with the class, and ask clarifying questions.
DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):
IS.4: Self-assess Your Skills: Identify info needs and competence/knowledge gaps
EF.9: Send & Receive Email: Sending and receiving an email, including using attachments
EF.3: Use Basic Browser Tools: Browser skills [e.g. address bar, web navigation, favorites/bookmarks, forward/back, etc.]
LL.3: Set Goals & Reflect: Self-reflection/lifelong learning
Using Digital Exit Tickets to Give Feedback or to Self-Assess
Jewish Vocational Services - Hyde Park
TAGS: #InstructionalRoutine #Survey #Zoom #JVS
WHAT | Students will use digital tools in order to provide feedback and self-assessment in the form of an exit ticket. Zoom polls, annotation, reactions, or chat, Google Forms, Wordwall, and WhatsApp texting, polls, or audio are all programs that could be used for exit tickets.
WHY | Doing an exit ticket activity helps students solidify what they have learned and self-assess their own learning. It also gives the teacher feedback about what and how the students are learning. This feedback can be used to help plan future classes.
Connected Evidence-Based Strategies | This strategy connects to the following evidence-based strategies:
HOW | Zoom Poll: At the end of the class or the end of the week, the teacher can present a short poll, survey, or question for the students to answer about how the class or week went. The teacher can use this information to get a sense of how the students are feeling and plan class accordingly moving forward. Students can answer questions such as: What did you learn today? What was your favorite activity today? What do you still have questions about? What are you looking forward to in the next class? Different tools may elicit different kinds of feedback. For example, with Zoom polls, yes or no questions or multiple choice may be appropriate instead of open ended questions. With Zoom reactions, students could choose a symbol that best represents how they are feeling at the end of class or how they felt during a certain activity. In some cases, the teacher may want to know how specific students are feeling. In some cases, they might want to get the feedback anonymously. Some tools are able to be used anonymously while others are not.
DIGITAL SKILLS | Implementing this strategy connects to the following digital skill(s):
CO.1 Communicate Effectively: Exit tickets are designed to be quick ways to get feedback from students. Using exit tickets, students learn to communicate quickly and succinctly to their teachers. The goal is to get information across rather than focusing on accuracy.