Please do this lesson (i.e. Lesson 14) as soon as possible. The other students will be fairly busy filling in each other's forms and quizzes, so you want to leave time for everyone to finish the homework on time.
Google Forms is a tool that you will probably use quite a bit in your Google Site class website (i.e., your final project for this course). They sit in your Google Drive, but you will be EMBEDDING them into your Google Site.
In addition, you will probably be using Google Forms for your questionnaire for your seminar paper and your Final Project.
There are various reasons to use a regular Google Form:
Get information from students
Get information from parents
Document the fact that parents received messages
Collate the information received in easily statistical and graphical results
Etc.
You can turn a "regular" Google Form into a Google Form Quiz very easily. This will allow you to give points to relevant questions, grade the quizzes (automatically or manually, according to the type of question), and send the grade (and feedback) to the student. As a teacher, you will be able to analyze the responses globally, according to each question, and according to each student.
The tutorial was short and covered most of the important points, nevertheless, please note the following caveats:
If if the students are not logged into the school's Gmail system or Google Classroom (if you have these tools), then "collect the email" option won't work. My suggestion is always to REQUIRE the family name in the first question and the first name in the second question (even if you use "collect the email" option). This way you will know who sent you the answers.
The "explainer" did not note the option to add an image, audio, or video in the quiz. This appear on the "New Question" menu-bar on the right. If you want the students to see a video before answering a question, then do NOT shuffle the questions (in the SETTINGS). You will have to add a video to your quiz for the homework and final website project.
The "explainer" does not sufficiently explain the "checkbox" type question, which will accept more than one answer. Make sure you tell the students (and research participants), in the description of the question, that they can check off more than one answer! Also, do NOT include checkbox-questions in the automatic scoring system!! As you probably noticed in the video, there were no "right" or "wrong" answers for his question about languages. Even if there are "correct" answers, a student who gets some of them correct will be frustrated with the grade here!
The "explainer" does not explain the linear scale option!! You might want to use this in your research projects. In this option you choose how many points will be on the scale and then label the least/worst answer on the left and the greatest/best answer on the right. Obviously, this type of question is not suitable for an automatic grading system! In the RESPONSES section, you will be interested in getting the mean (i.e., the average) for the responses.
The "explainer" also does not deal with the "multiple choice grid" and "checkbox grid" types of questions. These types of questions allow asking a number of similar things in the same question. Go ahead and experiment with this. You can always delete that particular question! I suggest not including these grid questions in automatic grading routine.
The "explainer" did not mention EMBEDDING as a way to share the Google Form. This is done with via the <> icon, to the right of the email and link icons. You will need this when you create your Google Site, but we'll deal with EMBEDDING in a future lesson.
One crucial issue that the previous video skimmed over was the full range of question types:
The "Short answer" is for collecting a few words. You will want to know who is submitting the information, so ask for the name as the very first question and make it a required question! You might want to break this down into two separate required items: Type your family name / Type your first name. This will create a list that can be alphabetized according to family names later. It will also help if you have two students with the same first name. (If they have the same first and last name, then you will have to be creative with them!) Please note: because Google Forms checks for exact spelling, you probably will NOT want to use this type of answer for questions other than the first and last names of the students! Otherwise, you will have to go into the RESPONSE section and read all the answers and grade them manually.
The "Paragraph" option opens a larger text-input box and will collect longer strings of text. Unfortunately, because free text is very difficult to check automatically (e.g., capitalization, spelling, syntax, punctuation), you will NOT want to use this type of answer with automatic evaluation. You will have to go into the RESPONSE section and read all the answers and grade them manually.
"Multiple choice" questions have only one possible answer! This is more difficult than most teachers think while constructing a quiz. Think about your question and possible answers very carefully. Is there only one logical answer? Remember, students are quite creative and can come up with possible answers that you didn't think of, so the "other" option is sometimes needed in an un-graded quiz. But if the quiz is automatically graded, then do NOT use the "other" option.
The "Dropdown" is basically a multiple choice question in a slightly different format. But once again, there must be only one logical correct answer.
The "Checkboxes" option may look like another form of multiple choice, but it isn't! The checkboxes option is used for questions that may have more than one possible answer. Make sure that the students know that there may be more than one possible answer! And once again, the "other" option is sometimes needed. Do NOT give any points to this type of question.
The "Linear scale" option is for answers that can fall somewhere in between a simple yes/no answer. (For example, how much do you like chocolate ice cream?) You will probably be using linear scales for your seminar papers and final projects. One important point to remember is to give the lowest level response the lowest number (i.e., on the left) on the linear scale and give the highest level response the highest number (i.e., on the right) on the linear scale. (For some reason, some grad-students have done the opposite, which can lead to confusion among the respondents and receiving bad data. Remember that people get excited about things they like, or strongly agree with, and tend to give them the maximum number of points, without reading the instructions!) Please note: Because this type of question is totally subjective, do NOT give it any points in a quiz!
The "Multiple-choice grid" is a brilliant option to easily get information about a series of items that are somewhat similar. For example, you could find out the frequency of your students' sports activities by creating rows for basketball, soccer, swimming, hiking, etc. The columns could be: never / once a week / more than once a week / every day. Those possible answers are logical for all sports. But remember, each row is a multiple-choice situation, in which there can only be one possible logical answer! Please note: If you have asked subjective questions, do NOT give it any points in a quiz!
The "Check-box grid" is another option to easily get information about a series of items that are somewhat similar - and that may have more than one possible response. Make sure that the students know that there may be more than one answer in each row. As in the single check-box question, partial answers may lead to no points given, so do NOT give Check-Box questions any points in a quiz!
Whichever question form you choose, make sure the instructions are clear, so the students (and research participants) know exactly what they have to do.
If you want to get ideas about how to use Google Forms in your teaching, I suggest watching this video.
If you insert the images, audio, and/or videos into the Google Form, then make sure the questions do not appear randomly! Random presentation of the questions, which is an option in the settings, may result in students receiving the questions before they have the experience of seeing/hearing the material on which the questions are based.
Please watch this section of a 28 October 2020 tutorial about adding audio to a Google Form quiz. (The process is about the same for adding videos.) Please note that Russell Stannard creates an mp3 with "Online Voice Recorder." You can use any mp3, created in Audacity or any other tool.
Sometimes the automatic scoring does not work perfectly and it's not obvious why. Perhaps the logical structure of the checkboxes messes up the arithmetic of the score (so don't give check-box questions any points). In any case, in the results, check if the arithmetic came out right for each of your Google Form Quizzes. (Or have the students do it for you! They have a vested interest in getting correct answers. This will save you time and encourage the students to review the material one more time.)
Because you should be using the results for formative assessment, and not summative assessment, the exact arithmetic of the responses does not matter that much. Nevertheless, to avoid frustrating the students with obviously incorrect scores, perhaps you should use the automatic grading option only for multiple choice quizzes. But let the students see the correct answers and the feedback!
In this 6 November 2024 video, Russell Stannard explains how 3 AI tools will create texts and Google Forms based on those texts.
Please note: Late homework will be penalized 20% of the initial grade. Your first post leads to your two forms and is worth 60% of this lesson's grade. Your second post is worth 40%.
Please help each other with this assignment! If you find a technical problem with someone's forms or quizzes, please let them know via WhatsApp as soon as possible! Let's all get through this lesson successfully - and together!
For homework, you will make TWO different Google Forms:
1. Create a very brief administrative Form for collecting information from students or parents. There should NOT be any automatic grading system here. In SETTINGS the "Quiz" option should be off.
Require a family name (short text box)
Require a personal name (short text box)
Require an email address (short text box)
Use the simple check-box question format (i.e., NOT the "radio buttons" of "multiple choice"). Let the user know about the possibility of more than one answer.
Pose a question in a scale format. (e.g., How much do you ........?) Make sure the minimal answer is on the left side of the scale and the maximum answer is on the right side of the scale.
Pose a question that requires a response of more than a few words, using a long-text question .
2. Create a quiz in Google Forms that you might give your ELLs. (using the quiz mode in Google Forms SETTINGS and giving each logically quantifiable question a numerical score, which means no automatic grading to checkbox answers or scale-based answers). Your quiz should have:
A required family name (no score) as your first question (short text box)
A required first name (no score) as your second question (short text box)
A short (less than 1 minute) embedded video somewhere in the quiz with at least one question about it immediately after the video.
An image (preferably in .jpg format) somewhere in the quiz with a related question immediately after the image
A multiple choice question (with "radio buttons" - not boxes; constructed logically, with ONLY ONE possible answer) - with a score
A drop-down question (constructed logically, with ONLY ONE possible answer) - with a score
A multiple-choice grid question (with "radio buttons" - not boxes), with at least three similar questions with at least three possible answers. Make sure that each question has only ONE possible answer - with NO score
3. Publish the LINKs to both your administrative FORM and your QUIZ in the Lesson 14 discussion forum in MOODLE. (i.e., There will be two separate links: one to your administrative form and the other to the quiz.) Briefly explain who the audience would be for each link. Please do this as soon as possible to give time to your classmates to respond.
4. Use the EMBEDDING code of each form (i.e., the administrative form AND the quiz) to EMBED each of these items into the "FORMS PAGE" of your Google Site website.
5. Follow all the links in at least TWO of the other students' initial posts in the Lesson 13 discussion forum in MOODLE. Fill in all the administrative Google Forms and quizzes for each of the TWO students (or more, if you have the time). Via WhatsApp, alert the "owner" of a form or quiz if you find a problem. Help the other students and they will help you!
6. Examine the results of your administrative form and your quiz, which the other students have filled in. The results are in the EDIT mode of the Google Form and in a "Google Sheet." (Make sure to find the Google Sheet because you will need it for your website.) Are the results in a comprehensible format? Do the results make sense?
6. In the Lesson 14 discussion forum in MOODLE, please post a brief second post:
Relate your prior experience with "regular" Google Forms and Google Forms as quizzes.
How hard/easy is it to use the tool?
Do these tools seem relevant for your particular teaching situation? Why? How?