Formative

Assessments
On Google
Forms
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Introduction
The Study
✗ This study is examining how technology can be
used to improve the strategy of formative
assessments and feedback.
✗ In the study I used Google forms to implement
formative assessments and provide instant
feedback to students on their learning

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Google Forms What is it
✗ Application can be used to create
surveys and quizzes
✗ User friendly to create, implement,
and grade/assess

✗ Forms provide instant feedback!

✗ To Teacher and student

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 Questions Asked
✗ Is receiving instant feedback helpful? Why?
✗ Does the feedback improve a student’s
understanding of the lesson to follow?
✗ Does the assessment and feedback help students
learn something new?
✗ Overall, is the assessment and feedback beneficial
to student learning?
✗ Did the assessment and feedback help students be
more engaged during the lesson to follow?

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2
Literature Review
On Instant Feedback
✗ Students need feedback to gauge
understanding
✗ Appreciated by students
✗ Prompt Feedback=Effective Feedback

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 On Online Assessment Tools
✗ Studies have found other online assessment
tools effective
✗ Plickers and Kahoot
✗ Effective in improving the learning process
✗ Increase opportunities to respond
✗ Builds confidence

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3
Rationale
Reason behind the research
 Rationale
✗ Increased importance of technology
✗ Time of virtual learning
✗ Technology at HMS
✗ One-to-one
✗ Our responsibility to use this tech to enhance learning
✗ Importance of formative assessment/feedback

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4
Methods
Experimental design
 How does receiving instant feedback on

formative assessments with Google forms

affect students learning in 7th grade social

studies/ancient civilization class?

 Overview
✗ 7th Grade Ancient Civilizations Classes
✗ Seven Participants
✗ Three Formative Assessments (Knowledge Checks)
✗ Qualitative Study

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Setup
1. Students take assessment (knowledge check) at the start of
the lesson
*Assessments on Google Forms
*Assessments were mostly over new information
2. Students would review answers
3. Students participate in lesson like normal
4. After the lesson students were asked how the assessment
affected their participation and performance in the lesson

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Dates of assessments
1/28/21 2/18/21 3/9/21
4.3 Athens and 5.1 Han Dynasty 5.4 The Mayan.
Rome Government Introduction Empire or
This was the first This was a 6 question Civilization?
formative assessment assessment on key This was a 7 question
students took in class. concepts of the Han assessment on the the
It was a 5 question Dynasty. This ancient Mayan society. For
quiz on the types of assessment was the following lesson
government in ancient followed by an students were taking
Rome and Athens introduction to Han notes on reading material,
China and concluded a video, and the
with an exit quiz. knowledge check itself.

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 Data Collection
✗ Students’ thoughts about the formative
assessments were collected at the end of the
lesson.
✗ Surveys- Using Google Forms
✗ Interview- With two students, Overall
feelings with all assessments

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Questions Asked
✗ Was it helpful seeing the answers at the end of the
knowledge check? Why?
✗ What are some ways you think the knowledge check was
beneficial to your learning?
✗ Did you learn something new from the knowledge check?
If so what was it?
✗ Do you feel that doing the knowledge check, at the
beginning of class, affected how much you you were
engaged (focused) during the rest of the lesson? How did
it affect your engagement?
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5
Findings
Benefits of Instant Feedback on Google Forms
✗ Reinforcing lessons and learning
✗ Shows areas that need improvement
✗ Improves engagement
✗ Shows what to focus on
✗ Makes students curious to learn more
✗ Teaches new material
✗ Students can get scores immediately
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Benefits of Instant Feedback on Google Forms

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[The knowledge check] showed
what to really focus on. The
questions showed the topic of
what to focus on.
-Study participant

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6
Suggestions for
Implementation
Google Forms
Google Forms: A tool to Improve student learning
✗ Used to show students’ understanding of the
topic
✗ Should be accompanied by supporting materials
✗ Using Google Forms at the start of class as a
formative assessment can benefit student
learning throughout the lesson.
✗ More reinforcement of main ideas
✗ Engage students more in the lesson

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Other applications
✗ Does not have to be used as a prior knowledge
check
✗ Reinforce learning and show areas of need
on something that has been taught
✗ Summative assessments
✗ Efficient grading
✗ Relieves stress in students

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Artifact
✗ Professional Development Materials
✗ Pamphlet- How to use Google Forms for
Formative Assessments
✗ Pamphlet- Other Strategies with Google
Forms
✗ Video- How to create quizzes on Google
Forms

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 Sources
Elmahdi, I., Al-Hattami, A., Fawzi. (2018). Using Technology for Formative Assessment to
Improve Students' Learning. The Turkish Online Journal of Educational Technology,
17(2), 182-188. https://files.eric.ed.gov/fulltext/EJ1176157.pdf
Floratos, N., Guasch, T., Espasa, A. (2015). Recommendations on Formative Assessment and
Feedback Practices for stronger engagement in MOOCs. Open Praxis, 7(2), 141-152. https://files.eric.ed.gov/fulltext/EJ1075366.pdf
Graham, B. (2015). Providing Effective Formative Feedback. BU Journal of Graduate Studies in
Education, 7(1), 35-39. https://files.eric.ed.gov/fulltext/EJ1230682.pdf
Northwest Evaluation Association. (2016). 4 Formative Assessment Practices that Make a
Difference in Classrooms. Northwest Evaluation Association (NWEA), 1-8.
https://files.eric.ed.gov/fulltext/ED567811.pdf
Nutbrown, S., Higgins, C., Beesley, S. (2016). Measuring the impact of high quality instant
feedback on learning. Practitioner Research In Higher Education Special Assessment Issue,
10(1), 130-139. https://files.eric.ed.gov/fulltext/EJ1129863.pdf
Ogange, B., Agak, J., Okelo, K., Kiprotich, P., (2018). Student Perceptions of the Effectiveness of
Formative Assessment in an Online Learning Environment. Open Praxis, 10(1), 29-39.
https://files.eric.ed.gov/fulltext/EJ1171148.pdf
Rila, A., Estrapala,S., Burhn, A. (2019). Using Technology to Increase Opportunities to Respond.
Hammill Institute on Disabilities.
https://journals.sagepub.com/doi/10.1177/1074295619835207
Wallace-Spurgin, M. (2020). Implementing technology: Measuring student cognitive engagement.
International Journal of Technology in Education (IJTE), 3(1), 24-38.
https://files.eric.ed.gov/fulltext/EJ1264149.pdf

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Questions?