Course 1: Create Adaptive Assessments in Forms: Data Collection and Assessment

DATA COLLECTION AND ASSESSMENT
Course 1:
Create adaptive
assessments
in Forms
Course 1: Create adaptive assessments in Forms
TA B LE O F CO NTE NT S
 Table of contents
Presenter’s package
Presenter’s slide deck (Digital)

Presenter’s to-do list pg. 2-6
Invitation email pg. 4
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Reminder email pg. 5
Training completion transcript pg. 6
Presentation plan pg. 7-22
Appendix 1: Demonstration notes pg. 15-22
PR E S E NTATI O N PL A N
Participants’ package
Teacher handouts pg. 23-27

Learner skills checklist
How branching questions work in Forms
Creating a branching assessment in Forms
Teacher takeaways pg. 28-41
Takeaway 1: Making a branching quiz in Forms
Takeaway 2: Getting your quiz out to students
Takeaway 3: Co-authoring assessments with colleagues
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Additional support articles
Keep learning pg. 42-43

Resources and links to help teachers find answers
and keep learning.
support.office.com/education
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K E E P LE A R N I N G
1
 Presenter’s to-do list: 1.5 hour training
Use this checklist to help prepare for the presentation.
Differentiate
The content for this training was created to be flexible and adaptable
in order to meet the needs of teachers with varying levels of
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technology fluency. Modify this content as needed.
Communicate 2 weeks prior
Prior to training, communicate with participants:  Send the

Invitation to training link to the
sample form in
Optional: Reminder email your emails so
participants can
begin to build
Prepare 1 week prior
background
knowledge.
Secure the space: Ensure you have access to presentation
space, including sound, projection, and internet connectivity
prior to training.
Make copies of Handouts and Teacher takeaways.
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Download the Presenter’s slide deck to your device and:
 Look for the
• Customize it to suit your presentation style, district set-up, “Say this ; Do this”
and participant needs. script in the
• Complete the About the trainer slide.
notes within
• Edit closing slide. the Presenter’s
Review and print Presentation plan (including
Optional: slide deck.
the Demonstration notes).
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Considerdoing a run-through of the presentation in order to
understand how to best present the content to your audience.
Printcopies of the Training completion certificate
for participants.
Familiarize yourself with the sample Forms quiz on telling
time used during the presentation (if you choose to use it)
https://aka.ms/tellingtime.
Review the concepts of the assessment for learning paradigm,

formative assessment, and adaptive assessment.
2
Consider 1 week prior
Participants come from a variety of grade levels, content  How might

areas, and technology backgrounds. Plan for how you can you engage
support all types of participants during the session. participants?
Games? Candy?
Unrelenting wit?
Deliver 2 hours prior
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Arrive early to:
Set up connection to sound and projection.
Check connectivity.
Arrange room.
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3
Invitation email
SUBJECT: Our Create adaptive assessments in Forms session
DATE: [INSERT DATE, TIME HERE, PLACE, DURATION]
Hi teachers!
I’m excited for the opportunity to connect at our upcoming
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Create adaptive assessments in Forms training session on
formative assessment. Using Microsoft Forms, we’ll explore the
benefits of using formative and adaptive assessments to build a
culture of student empowerment in our classrooms.
A few things you can do to prepare:
• IMPORTANT: Make sure you have a working Office 365 email
and password. Check by heading to https://www.office.com
and signing in.
• A sample Form will be used in the course. Have this email
open the day of the course or save this link so you can open it
easily: https://aka.ms/tellingtime.
Have questions about this professional development opportunity?

Don't hesitate to reach out to me.
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See you soon!
[xxxxxxx]
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4
Reminder email
SUBJECT: Reminder: Our Create adaptive assessments in Forms session
DATE: [INSERT DATE, TIME HERE, PLACE, DURATION]
Hi teachers!
Our Create adaptive assessments in Forms session is coming up!
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I look forward to exploring how we can use new features in
Microsoft Forms to build adaptive formative assessments that inform
our teaching practices and empower our students.
A few things you can do to prepare:
• IMPORTANT: Make sure you have a working Office 365 email
and password. Check by heading to https://www.office.com
and signing in.
• A sample Form will be used in the course. Go ahead and take a peek
at it in advance of our session. You may also want to save the link so
you can access it easily during our session. https://aka.ms/tellingtime.
Have questions about this professional development opportunity?

Don't hesitate to reach out to me.
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See you soon!
[xxxxxxx]
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5
Microsoft Education
Product Support: Teacher Training
Recognizing dedication to learning, classroom practice, and students.
Name
Course
School Name
Training Hours Date of Completion
6
 Presentation plan: 1.5 hour training
There’s a revolution in how educators are approaching assessments
ISTE educator
and data. Rather than focusing on high-stakes testing, where data
standards:
is invisible to students, many educators are switching to a practice
Learner: 1A, 1C
called assessment for learning. In this practice, assessment is seen
Leader: 2C
as an ongoing cycle in which goals are determined, appropriate
Citizen: 3B
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assessments tools are matched with those goals, and data is collected
Collaborator: 4B
and acted upon throughout the learning process.
Designer: 5A, 5B, 5C
All stakeholders–administrators, educators, students, and parents– Facilitator: 6A, 6B
play a role, using this data to reflect and change or continue practices. Analyst: 7A, 7B, 7C
For teachers, that means analyzing whole class and individual
performance and then refining instruction as needed. For students,
that means employing a growth mindset, considering their learning
processes, goals, and achievement, and determining next steps.
This ensures that assessments are fair, valid, culturally relevant, and
accessible to all learners.
In this course, participants will explore how to create and use formative
assessments that focus on student learning, provide a glimpse into how
their students think, and support students as individual learners while
they are in the process of gathering knowledge and skills. Participants
will learn how to use the branching feature in Microsoft Forms to
ask deliberate questions, collect data, provide immediate feedback,
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and offer just-in-time reteach opportunities.
Engage 10 minutes
Introduce the course
• Display slide about signing in to Office 365.  Formative

• Open your own version of Office 365 to serve as a practice assessments in
Forms reflect
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environment during the presentation.
the idea that
• Provide overview of the course. assessment is an
• Explain that Forms can be used to build branching formative on-going cycle
assessments that help teachers pinpoint skills students are that adjusts
struggling with. and adapts to
students’ needs.
• Forms can support many different types of media, which means
teachers can include instructional images or videos to act as
immediate reteaching tools when students select an

incorrect answer.
• Remind participants that in the assessment for learning
paradigm, formative assessment allows both students and
teachers to monitor ongoing learning and skill development.
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Introduce the course 3 minutes
• Emphasize that the course has been structured around a

teacher creating a branching assessment with reteach images.
Though the scenario included uses a third-grade math example,
the session can be applied to any grade level or subject.
• Introduce participant materials, the Learner skills checklist,
 Takeaways
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Handouts, and Takeaways, and ask participants to use these to
track their learning and take notes as needed. support learning
sequences during
the training
About the trainer 1 minute session and as
a quick visual
• Introduce yourself to the group. reference for
participants after
• Note: Don't forget to customize this slide. the session.
Potential teaching benefits of Microsoft Forms 2 minutes
• Applies in any content area

• Provides new ways to assess learning
• Engages students in assessment and reflection
• Helpscollect diagnostic, formative, and summative
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assessment data
• Allows for the creation of adaptive assessments
• Can be configured to give immediate feedback to students
Discuss 3 minutes
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• Askwhole group: What is your favorite formative
assessment method?
• Insmall groups: What would change about formative
assessments if immediate reteaching were available to students
who demonstrated a need for additional help with a concept or
skill? (Hint: How can formative assessments be built with just-in-
time teaching strategies embedded?)
Essential question 1 minute
• Howdo formative assessments that offer immediate feedback

change or enhance the role of assessment in learning?
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Explain, Explore, Experience, Elaborate
Adaptive formative assessments in Microsoft Forms
In this section, participants will practice creating a branching quiz in
Forms that demonstrates how instruction can be embedded within a
formative assessment experience.
Introducing formative assessment in Forms
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Explain 3 minutes
• Provide an overview of formative assessment and explain why

it’s important.
• Discuss how adaptive assessment can impact student learning.
• Explain that teachers can use tools like Microsoft Forms to
create adaptive or branching formative assessments.
• Point out that the use of tech also allows teachers to embed
instructional photos or videos for reteach opportunities or just-
in-time intervention.
• Explain that Forms can be set up so that if a student answers
a question correctly, they move on to the next question and if
they answer incorrectly, they receive instruction and then get
another chance to answer the question.
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Explore 2 minutes
• Show sample branching formative assessment in Forms:

https://aka.ms/tellingtime.
• Intentionally answer questions incorrectly to demonstrate
the experience of reteaching and going back to answer
questions again.
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• Give participants a minute to explore the Forms link.
• Point out that participants should use instructional photos or
videos they created themselves or those that their students
have seen and used before.
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Creating a branching assessment in Forms
Explain 2 minutes
• Refer to:
• Takeaway 1: Making a branching quiz in Forms
• Handout 1: How branching questions work in Forms
• Explain some different ways that formative assessments
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can branch.
Acknowledge that getting started with a branching assessment
 Creating
•
may seem difficult at first because there are a lot of moving all questions
parts, but that understanding how the Forms branching and prompts in
assessment works and doing some initial planning can advance makes
make it easier. branching easier.
• Remind participants that in an assessment for learning
environment, you, as a teacher could use Forms assessments to
gauge understanding in the middle of teaching a skill, such as in
center rotations, small group work during math workshop, or in
the last few minutes of teaching a math lesson.
Situation and Demonstration 20 minutes
• Explain that you’ll use Forms to create a branching assessment,
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but first you want to show how you planned the assessment.
• Display the slide showing the chart representing how branching
questions work in Forms. Note that this chart is in participants’
handouts, as well as a blank version for their own use. The
handout is entitled How branching questions work in Forms.
• Set the scenario that you’re a third-grade teacher who’s just
beginning to tackle time measurement. You know that the
previous year’s goals have students telling time to the hour, half
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hour, and the nearest 5 minutes. Because you’re beginning the
learning sequence, you do a mini-lesson on simply telling time
before you move on to word problems about elapsed time. You
want to give a formative assessment to see if your lesson jogged
students’ memories about telling time to the nearest minute.
• You’ve prepared the questions and have found instructional
photos that support each of those skills to include in the
formative assessment Form for students who miss a question.

Questions within the quiz will include one about :15 and :45 in
order to drill down to the nearest 5 minutes. Questions will also
include concepts of telling time to the minute, a current 3rd
grade goal. For visual examples of this sequence, see the
Teacher Takeaways for this course.
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Situation and Demonstration (continued) 20 minutes
• Toggle into the demonstration environment.

• Open Forms from the Office 365 waffle.
• Select New Quiz.
• Add a title.
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• Add the first multiple choice question: “What time is shown on
the clock?”
• Search for an image of a clock.
• List answer choices as sub-bullets and select the correct answer.
• Add point value of 1.
• Toggle Required option.
• Create a new multiple-choice question: “Take a look at this
picture and try answering that question again.”
• Note: Emphasize that instructional YouTube videos are also
a powerful option for reteaching concepts. If you so desire,
demonstrate how to find a video on YouTube using terms like
“telling time” and paste in the link for embedding rather than
using an image.
• Insert an instructional image in the question window.
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• Add answer choices: Try again and Move on. (Do not select a
correct answer.)
• Ensure Points are set to zero and Required is not toggled.
• Return to Question 1.
• Copy the question and move it below Question 2, so that it
becomes Question 3. Now it appears again for students who
may need to retry it.
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• Set Points to 1 and turn off Required.
• Repeat this sequence with all questions and instructional photos.
• Once all questions and prompts have been created,
then demonstrate how to use branching.
• Click the ellipsis in the upper-right corner.
• Select Branching.
• Question 1:
• Set the correct answer to go to the next new question.
Note: Do not choose “Next question” from the dropdown
menu. Instead select the next new, non-review question you
created (Question 4). This links Question 1 to Question 4.
• Set the incorrect questions to go to the review photo (Question 2).
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Situation and Demonstration (continued) 20 minutes
• Question 2:
• Set the “Try again” answer to go to the next question
(Question 3, which is the repeat of Question 1).
• Set the “Move on” answer to go to the next new question
(Question 4).
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• Question 3:
• This is the repeat of Question 1. Set all answers to go to the
next question. This gives students just the one retry option.
• To give them more retry options, repeat the reteach picture
and question sequence and link accordingly.

• Click Preview to show how these questions are now linked.
• Repeat branching by following linking pattern described above
for questions 4, 5, and 6 as time permits. Note: If you get to this  Optional:
If time permits,
last set of questions, correct and Move on answers should go
consider discussing
to end of form rather than to the next question.
ideas for various
applications of
Explore and experience 30 minutes branching within
assessments.
• Refer participants to:
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• Takeaway 1: Making a branching quiz in Forms
• Handout 2: Creating a branching assessment in Forms
• Give participants time to create a formative assessment with

reteach images or videos in Forms.
• Encourage participants to try out different types of questions
within Forms.
• Circulate to answer questions but remind participants
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that playing around with the features will help them think
through and explore the usage of the app as it can relate
to their practice.
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Elaborate
Work time 10 minutes
• Give participants time to put it all together. Suggest that they

keep working on building a formative assessment with reteach
that they can use with their students within the next week.
• Alternatively, suggest that they plan out an upcoming formative
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assessment using the blank version of the How branching
questions work in Forms handout.
Share 4 minutes
Have participants share Forms links with each other and browse
•
and test what others have created.
Review essential questions 2 minutes
• How do formative assessments that offer immediate feedback

change or enhance the role of assessment in learning?
Evaluate 5 minutes
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• Prompt participants to provide feedback using the QR code or
the link provided at the end of the slide deck.  
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 Supplies
Presenter
 Don’t forget
• WiFi access to bring a dongle
• Laptop or mobile device with access to Microsoft Office 365 along with your
and login credentials amazing skills.
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• Power cord for laptop or mobile device
• Projection capability
• Speaker for external audio
• Dongle to connect to projector
• Printed copies of Teacher takeaways and Handouts for teachers
• Demonstration notes in Appendix
Participant
• Laptop
• Office 365 login credentials
System requirements for Office 365 can be found here:

https://products.office.com/office-system-requirements#
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coreui-contentrichblock-cs9mei4
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 Appendix 1: Demonstration notes
This is a series of scripts you can read while you’re covering the
demonstration sections of the Presentation plan. They’re intended  Use this
optional script
purely as a guide. If you’re already an expert in Microsoft Forms—
to support your
and you wouldn’t use our tongue-in-cheek voice—feel free to
demonstrations.
demonstrate however you’d like while covering the noted topics.
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You’ll also find these notes in the “Say this/Do this” section of the
notes in the Presenter’s slide deck.
Introducing formative assessment in Forms: Explore

Say this:
• “Let’s take a look at an example of branching in Forms.”
• Click on link in slide.
• “Here is a simple quiz on telling time for third graders.”
• “What time is shown on the clock?”
• “I’ll
answer this one correctly, six o’clock, and the quiz moves me
on to the next question.” Select answer on screen.
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• “What time is shown here?”
• “I’ll answer two forty-five.” Select answer on screen.
• “Whoops, looks like that wasn’t right.”
• “But
no worries, I’ll just look at this reteach image to review a
few concepts.”
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• “Notehere that when you’re selecting your own images to show for
reteach it’s best to choose those your students have seen before.”
• “Once I study the picture, I can try again.”
• “This time, I choose one forty-five.” Select answer on screen.
• “Therewe go! That must be correct because the quiz advances me

to the next question.”
• “I say three-thirty.” Select answer on screen.
• “Whoops, that’s wrong again, but look, here’s another helpful image
reviewing key concepts.”
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Introducing formative assessment in Forms: Explore (continued)
• “When I’m ready, I’ll try again.”
• “I’ll choose for the last question. Select 10:09 answer on screen.
• “Now my quiz is submitted.”
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• “Your turn!”
• “Copy
the link from the slide or retrieve it from your email
welcome message.”
• “Explore
the quiz yourself, making sure to get an answer or two
wrong so you can see branching in action.”
Creating a branching assessment in Forms:

Situation and Demo
Say this:
• “For those of you who are scratching your heads right now, this
graphic is a good visualization of how branching works.”
• “Take a look at question one.”
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• “The first two answers, A and B, are incorrect.”
• “When a student chooses them, they’re presented with a review of

the skill.”
• “If
a student answers correctly with C, they’re moved to
question two.”
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• “Thesame thing happens here. If they answer incorrectly with B or
C, they’ll be given an opportunity to review the skill.”
• “If they answer correctly with A, they’re advanced to question three.”
• “And so on and so forth until the end of the quiz.

• “Remember,this is all on your How branching questions work

in Forms handout in case you want to review this information
later on.”
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Situation and Demo
Say this:
• “Tosee how branching in Forms really works, let’s consider

a scenario.”
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we do so, remember to refer to the Making a branching
• “As
Forms quiz takeaway as we work.”
• “Let’s say I’m a third-grade teacher.”
• “I
know that last year my students learned about time in increments
of one hour, half-hour, and five minutes.”
• “Your goal is to meet standards that students should be able to
‘tell and write time to the nearest minute and measure time intervals
in minutes.’”
• “They’ll
also need to ‘solve word problems involving addition
and subtraction in time intervals of minutes, for example, by
representing a problem on a number line diagram.’”
• “I’ve
started off our term by doing a general review of telling time,
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and I want to see if my early lessons have jogged my students’
memories of what they learned last year before we move on to
word problems about elapsed time.”
• “I’ve
prepared all of the questions I want to use and have gathered
instructional videos to support each of those skills in case a student
misses a question.”
• “There’sonly one thing left to do: making our branching Forms quiz.
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Let’s dive in.”
• “First things first: I have to open Forms.”
• “I’ll
do so by going to Office.com, clicking on the waffle,
and selecting Forms.”
• Then, I may need to log-in to my Office 365 account if this is my

first time using Forms."
• “I select New Quiz.”
• “I add a title: It’s time to tell time!”
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Situation and Demo (continued)
• “I can add a description, too, but I’ll skip that for now.”
• “I click Add question.”
• “I choose Choice for multiple choice.”
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• “Since this is a quiz on telling time, I’m going to need an image
for this question.”
• “When
I click on this image icon, I can upload a photo from my
computer or search for one in Bing.”
• “I
search in Bing using the time stamp as my search term,
select the image I want, and click Add.”
• “I
click into the question box and type out my question:
‘What time does it say on the clock?’”
• “Now I type answer possibilities into the boxes.”
• “To add another answer, I click +Add option.”
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• “I select the check box next to the correct answer.”
• “I enter a points value.”
toggle the Required option so that students can’t move on

• “I
without answering this question.”
• “I click Add question to continue and again select Choice.”
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• “I
want to add a branched question here for the students who didn’t
get that first question right.”
• “In
the question window, I type: ‘Watch the video and try the
question again.’”
• “I click the image icon and then video.”

• “Ipaste in the link for the reteach video I want to use, then
click Add.”
• “In
the answer choices I add in two options: ‘Try again’ and
‘Move on.’”
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• “This
gives students a choice in how they’d like to proceed with their
own assessment.”
• “Since there’s no correct answer for this one, I don’t select one.”
enter zero for the points value and I do not toggle Required
• “I
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this time.”
• “Now I’ll head back to question one.”
• “See this button that looks like a stack of papers?”
• “When I push that, it copies my question.”
• “I
push the down arrow to move the new, copied question into the
third slot, after the branched question I made before.”
• “I set the points value and again turn off Required.”
• “And there we go! We are now officially set up to branch.”
• “Whena student answers the first question incorrectly, they’ll be
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pushed to this instructional video for reteaching and then given an
opportunity to try again.”
• “Let’s try another one.”
• “I click Add question, then Choice.”
• “I enter my question: ‘What time does it say on the clock?’”
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• “I click on the Image icon, then search for a clock.”
• “Thisone displays an increment of five, so I select that and

click Add.”
enter my three answers and click the check mark next to the
• “I
correct one.”
• “I assign a points value of one and click Required.”
• “I click Add question and Choice.”
• “For the question, I type, ‘Watch the video and try again.’”
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• “I click on the image icon, then Video.”
• “I
can paste in the same link as before, or I can bring in a
new video.”
• “I do that, then click Add.”
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• “For
the answers, I add in ‘Try again’ for one and ‘Move on’ for
the other.”
• “I assign zero points and turn the Required switch to off.”
• “Now I’ll go back to question four, copy it, and move it down into
the last spot.”
• “Again,
the only thing I’ll change is that I’ll switch off the
Required toggle.”
• “Fora real quiz I would obviously enter more questions than this, but
since we’re limited on time, let’s pretend that all of the assessment
items and branches have been entered.”
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• “There are a few more settings to establish to ensure my students
flow smoothly through the quiz, and they’re located all the way up
in the ellipsis at the top of the screen, where I choose Branching.”
• “Under the first question, I navigate to the correct answer and

select the menu next to Go to.”
• “Remember, for the correct answer we do not want them to enter

into the branched pathway.”
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• “Instead,
we want to push them to the next assessment item,
which is question four.”
• “Sowe’re not going to pick Next question, which would send us

on to question two, which is designed to reteach for those who
answered the first question incorrectly.”
• “Another downside of selecting Next question is that doing so

reveals the rest of the test, so it’s generally good to avoid.”
• “Norare we going to pick Question 2 or Question 3 from the list,

as these are both a part of this reteach opportunity.”
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we’re going to pick Question 4, which, again, is our next
• “Instead,
assessment item.”
• “Now, what to do with our incorrect answers for Question 1?”
• “These ones should push our students into our branched pathway.”
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to each one, we’ll choose Question 2, the review video, from
• “Next
the Go to menu.”
• “Now for Question 2.”
• “Nextto the Try again answer, we’ll set it so that it goes to the next
question, Question 3, which is the repeat of Question 1.”
• “For
the Move on answer, we’ll set it to go to the next new
assessment item, which is Question 4.”
• “Now, for Question 3, we can approach things in two different ways.”
• “If
we just want to give students one retry option, we’ll set all of the
answers to Go to next question.”
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• “Togive them more retry options, we’ll just keep on repeating the
video and question sequence as we did in Question 1.”
• “For time’s sake, I’ll set them all to Go to next question for now.”
• “Let’s repeat this process for the remaining three questions.”
• “Nextto the correct answer, I choose End of the form,
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because the student will have answered all of the questions on the
quiz correctly.”
• “Next
to the two incorrect answers, I opt to push them to
Question 5 so they can re-watch the reteach video.”
Question 5, if they choose Try again, I’ll send them on to

• “For
Question 6.”
• “If they choose Move on, I’ll send them to the End of the form.”
• “Since
Question 6 is the last in the quiz, for all answers I select
End of form.”
• “Phew! Okay, that’s all done.”

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• “Let’stake a look at how these questions are linked by
clicking Preview.”
• “Let’s click the wrong answer for this first one.”
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• “See? It sends me to a reteach video, and then I can try again.”
• “When I still get it wrong, I’m pushed on to the next assessment

item anyway, just how we set it up to go.”
• “It’s
the same for the remaining three questions: wrong answer,
reteach video, try again, and so on.”
• “I got it right, and now I’m at the end of the quiz.”
• “I
know that seems a little complicated, but don’t worry, once you
get into the flow and are poking around yourself it will seem much
more intuitive, and it really doesn’t take that much time to build.”
• “It’s
worth it, to give students more choice and ownership in how
they’re assessing themselves.”
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• “Best of all, everything in Forms saves automatically.”
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Course 1: Create adaptive assessments in Forms | Directions for presenter
 Handouts
The activities outlined in these handouts guide teachers to apply what
they’ve learned through low-risk, step-by-step experimentation.
By practicing these skills now, participants can immerse themselves in

learning while you are there for support.
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In some cases, teachers can flip the script and try these activities in
their own classes.
Here’s what’s included:
• Learner skills checklist
• How branching questions work in Forms
• Creating a branching assessment in Forms
HANDOUTS
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23
 Learner skills checklist: 1.5 hour training
As you progress through this course, check off each:
Creating branching assessments in Forms:
Review the benefits of formative assessments.
TO-D O LI S T
Review the benefits of adaptive assessments.
Understand the logic behind the assessment for
learning paradigm.
Understand the different ways that an assessment can branch.
Understand how to make use of reteach opportunities.
Create a branched assessment in Forms:
Plan a branched assessment.
Add a question.
Add a reteach option.
Insert a reteach image/video.
Apply branching.
Include repeated question following reteach.
HANDOUTS
TA K E AWAYS
24
 How branching questions work in Forms
Confused about how branching works? Look no further than
the graphic below. Correct responses flow to the next question,
while incorrect questions are pushed to reteach opportunities.
TO-D O LI S T
A Review and try
Incorrect question again
Question 1 B
Incorrect
C
Correct: Move to
question 2
A
Correct: Move to
HANDOUTS
question 3
Question 2
B
Incorrect
Review and try
question again
C
Incorrect
A TA K E AWAYS
Incorrect
B Review and try

Question 3
Correct question again
C
Incorrect
25
 How branching questions work in Forms
Use the blank chart below to plan out your branching. Duplicate this
page as many times as needed for your planning purposes.
TO-D O LI S T
HANDOUTS
TA K E AWAYS
26
 Creating a branching assessment in Forms
With branching assessments, your quizzes, tests, and reviews can be
as individualized as your students.
Do: Create a formative assessment.

Do: Use reteach images or videos.
TO-D O LI S T
Do: Try out different question types within Forms.
Don’t: Save.  (…because Forms does it for you.)
HANDOUTS
TA K E AWAYS
27
Course 1: Create adaptive assessments in Forms | Directions for presenter
 Takeaways
Takeaways give teachers a quick visual reference of different features
within an app.  Suggestion
for distribution:
Participants can linger for as long as they like and take in any of the Print takeaways
details they may have missed during the presentation. on card stock,
cut in half, and
TO-D O LI S T
Added bonus: Teacher can use these when they're back in the assemble on a ring.
classroom and wanting to refresh their memory about what they Teachers can use
learned today. These takeaways will help them remember where these reference
to find that one button that does that one thing. cards over and over.
Here's what's included:
Teacher takeaway Page
1 | Making a branching quiz in Forms 30-32
2 | Getting your quiz out to students 38-39
3 | Co-authoring assessments with colleagues 40-41
HANDOUTS
TA K E AWAYS
28
Data collection and assessment
Course 1:
Create adaptive
assessments in Forms
Teacher takeaways
For more support and training videos, visit https://support.office.com/education.
 Takeaways
These cards give you a quick visual reference of different features within the app.
Use these when you're back in the classroom and want to refresh your memory.
Teacher takeaway Page
1 | Making a branching quiz in Forms 30-32
2 | Getting your quiz out to students 38-39
3 | Co-authoring assessments with colleagues 40-41

Takeaway 1: Making a branching quiz in Forms 1/17
 Making a branching quiz in Forms
1. Navigate to
Office.com and
1 sign in with your
O365 account.
2. Click on the
waffle  then
select Forms.
2
3. Select
3
New Quiz.
(Continued on next page.)
Screen key

1/1
4. Enter a title.
4 5. Click  Add
question.
5 6. Select Choice
for multiple choice.

6
30
Screen key
7. Type your
question. Or,
7 click  to add
an image from
your device, cloud
8 storage, or Bing.
8. Enter answers.
Click  Add
option to
add more
answer choices.
Screen key
9. Select the 
to indicate the
correct answer.
10. Enter a
point value.
9
10 11 11. Toggle the

Required switch to
make the question
mandatory.
31
Screen key
 Use branching to reteach
12. Ready to
branch? Click
Add question,
then Choice
to continue.
Note: We suggest
creating all
questions in
12
advance to make
branching easier.
(Continued on next page)
Screen key
13. Enter a
question, prompt,
13 or reteach message
for students
who answered a
question incorrectly.
14
14. Click 
then Video.
32
Screen key
15. Enter the

link for your
reteach video.
15 16
16. Click Add.

17. Enter answers
that encourage
students either
17 to try again or
to move on.
Note: Make sure
points are set to
0 and Required
is not toggled.
Screen key
18 19 18. Duplicate your

first question.
Click to copy it.
19. Click to
move the question
below the second
(branched)
question/prompt/
reteach message.
20. Set the

points value to 1
and switch
20 off Required.
33
Screen key
21. Create all

22 questions and
prompts you wish
to branch.
22. Click on more

options  next to
Share and
select Branching.
Screen key
23. Click the

Go to menu 
next to the correct
answer .
23
34
Screen key
24. Select the

next assessment
item from the list.
Note: In this
example,
that would be
Question 4.
Do not select
Next question,
24 as this will push
correct answers
to the reteaching
opportunity in
question 2.
Screen key
25. One at a
time, click the
Go to menu 
next to the two
incorrect answers.
25
26. Select
Question 2 to
26 push them towards
the reteach
opportunity
(e.g. watching an
instructional video).
35
Screen key
27. For Question 2

(reteach
opportunity),
choose Question 3
for Try again,
since this is the
question that
repeats Question 1.
For Move on,
select Question 4.
27
Screen key
28. For Question 3, 29. Repeat this

there are two sequence for all
options: assessment items
• If you’d like to and associated
28
give infinite reteach branched questions.
opportunities,
repeat the (Continued on next page.)
sequence in 21–25.
• If you’d only
like to offer one
reteach and
retry, select
Next question
next to each
answer choice.
36
Screen key
30. When you’ve

reached your
final question:
• Select End of
the form next to
the correct answer.
30 • Either offer
more reteach
opportunities,
or select End
of the form for
incorrect answers.
31. Select Back

and then Preview
for a sneak peek
at how it’s all
30
linked together.

30
37
Screen key
31 32. Click Back

to return to
your draft.
Screen key
Takeaway 2: Getting your quiz out to students 1/3
 Getting your quiz out to students
1 1. Select Share.
2. Beneath
Send and collect
responses,
2 select the
dropdown menu.
38
Screen key
Key: 3. This is where

you can determine
Anyone with the
who will be able to
link can respond:
access your quiz.
Choose this option
Alter the options,
4 when sending this
depending on
quiz to students
how restrictive you
who may not
want to be.
have a school
email address.
Only people in 4. Select Anyone
my organization with the link can
can respond: respond.
Choose this
option to limit (Continued on next page.)
access to students
with a school
email address.
Screen key
5. Click Copy to
copy the link. The
link is now copied
to your clipboard
and is ready to
be shared with
5 your students.
6 6. Note: Additional
options for sharing
the quiz include
QR code, embed
code, and direct
email.
39
Screen key
Takeaway 3: Co-authoring assessments with colleagues 1/4
 Co-authoring assessments with colleagues
1 1. Click Share.
2
2. To share your
quiz as a template,
navigate to Share
as a template.
Note: Sharing as
a template means
creating and
sending a new
file to the person
you’re sharing it
with. Any changes
they make will
not be reflected in
the original file.
Screen key (Continued on next page.)
3. Click Copy. The

link is now copied
to your clipboard
and is ready to
be shared.
40
Screen key
4
To co-author
a quiz with a
colleague, you’ll
want to give them
permission to
edit your original
quiz. This makes
it so you can both
contribute to it
in real time.
To do this:
4. Navigate
to Share to
collaborate.
Screen key
Key: 5. Select the

dropdown
Users with
5 menu to change
an Office 365
permissions.
work or school
Alter the options,
account can view
depending on
and edit: Choose
how restrictive
this option when
you want to be.
collaborating
more broadly
with someone
6. Click Copy. The
in your district
link is now copied
or in an outside
to your clipboard
organization.
and is ready to
Only people in be shared.
6 my organization
can view and
edit: Choose
this option when
collaborating with
teachers within
your school. 41
Screen key
 Keep learning!
Share this library of resources with participants at the end of the session to
help answer questions and allow for additional learning.
Sample branched Forms quiz
TO-D O LI S T
https://aka.ms/tellingtime
Resources on the assessment for learning paradigm
What is Assessment for Learning?

https://www.assessmentforlearningproject.org/learn
Getting Started With Assessment for Learning:
https://cambridge-community.org.uk/professional-development/gswafl/index.html
Assessment for Learning: Are You Using It Effectively in Your Classroom?

https://www.theguardian.com/teacher-network/teacher-blog/2013/aug/29/
assessment-for-learing-effective-classroom
Resources on adaptive assessment
HANDOUTS
Computer Adaptive Test:
https://www.edglossary.org/computer-adaptive-test/
The Potential of Adaptive Assessment:

http://www.ascd.org/publications/educational-leadership/mar14/vol71/num06/The-
Potential-of-Adaptive-Assessment.aspx
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Adaptive Assessments: Meeting Students Where They Are in Their Learning:
https://www.nwea.org/blog/2016/adaptive-assessments-meeting-students-where-
they-are-in-their-learning/
Resources on formative assessment
Formative Assessment:
https://www.edglossary.org/formative-assessment/
42
Resources on formative assessment (continued)
What is Formative Assessment?

http://www.ascd.org/publications/books/111005/chapters/Section-1@-What-Is-
Formative-Assessment¢.aspx
Formative Assessment: What It Is, Why You Should Use It, and How to
Make It Happen:
TO-D O LI S T
https://www.nwea.org/blog/2013/formative-assessment-what-it-is-why-you-should-
use-it-and-how-to-make-it-happen/
Forms support articles
Create a quiz with Microsoft Forms:
https://support.office.com/article/Create-a-quiz-with-Microsoft-Forms-a082a018-24a1-
48c1-b176-4b3616cdc83d
Branch your form or quiz using Microsoft Forms:

https://support.office.com/article/branch-your-form-or-quiz-using-microsoft-forms-
dd443878-959b-4379-8016-39f885c0ae6b
Share a quiz with students in Microsoft Forms:

https://support.office.com/article/share-a-form-or-quiz-with-students-in-microsoft-
forms-44f40bd4-139f-41ed-bd92-7434d3321418
HANDOUTS
Check your quiz results:
https://support.office.com/article/check-your-quiz-results-c4a9b45c-d62f-4eb7-b5db-
ad81892c7c07
Print a form:
https://support.office.com/article/print-a-form-22100b98-ba3c-41c1-9513-f76caca664fc
TA K E AWAYS
43

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DATA COLLECTION AND ASSESSMENT

Presenter’s slide deck (Digital)

Teacher handouts pg. 23-27

Keep learning pg. 42-43

Communicate 2 weeks prior

Prior to training, communicate with participants:  Send the

 Review the concepts of the assessment for learning paradigm,

 Participants come from a variety of grade levels, content  How might

DATE: [INSERT DATE, TIME HERE, PLACE, DURATION]

I’m excited for the opportunity to connect at our upcoming

A few things you can do to prepare:

Have questions about this professional development opportunity?

DATE: [INSERT DATE, TIME HERE, PLACE, DURATION]

Our Create adaptive assessments in Forms session is coming up!

A few things you can do to prepare:

Have questions about this professional development opportunity?

Training Hours Date of Completion

• Display slide about signing in to Office 365.  Formative

immediate reteaching tools when students select an

• Emphasize that the course has been structured around a

Potential teaching benefits of Microsoft Forms 2 minutes

• Applies in any content area

Essential question 1 minute

• Howdo formative assessments that offer immediate feedback

Introducing formative assessment in Forms

• Provide an overview of formative assessment and explain why

• Show sample branching formative assessment in Forms:

• Explain some different ways that formative assessments

Situation and Demonstration 20 minutes

• Explain that you’ll use Forms to create a branching assessment,

formative assessment Form for students who miss a question.

• Toggle into the demonstration environment.

and question sequence and link accordingly.

• Give participants time to create a formative assessment with

• Give participants time to put it all together. Suggest that they

and test what others have created.

Review essential questions 2 minutes

• How do formative assessments that offer immediate feedback

System requirements for Office 365 can be found here:

Introducing formative assessment in Forms: Explore

• “Here is a simple quiz on telling time for third graders.”

• “What time is shown on the clock?”

• “I’ll answer two forty-five.” Select answer on screen.

• “Whoops, looks like that wasn’t right.”

• “Once I study the picture, I can try again.”

• “This time, I choose one forty-five.” Select answer on screen.

• “Therewe go! That must be correct because the quiz advances me

to the next question.”

• “I say three-thirty.” Select answer on screen.

• “When I’m ready, I’ll try again.”

• “Now my quiz is submitted.”

Creating a branching assessment in Forms:

graphic is a good visualization of how branching works.”

• “Take a look at question one.”

• “When a student chooses them, they’re presented with a review of

• “If they answer correctly with A, they’re advanced to question three.”

• “And so on and so forth until the end of the quiz.

• “Remember,this is all on your How branching questions work

Review the concepts of the assessment for learning paradigm,

Participants come from a variety of grade levels, content  How might

Review the benefits of formative assessments.

Do: Create a formative assessment.