TAT2 Task 3: Teacher’s Manual

Using Google Forms and Sheets for

Formative Data Collection and Progress Monitoring

Michael Anderson

Student ID: 000748655

Program Mentor: Dee Caddie

03/18/2019
 A Written Project Presented to the Faculty of the Teachers College of

Western Governors University

Table of Contents

● Overview of Unit

○ Instructional Goal

○ Audience

○ Length

○ Delivery

○ Sequence of Instruction

○ Materials Required

○ Resources Needed

● Lesson Plans

● Assessment

● Performance Objectives
 Unit Overview

Instructional Goal: The goal of this instructional unit is to help teachers develop the skills

necessary to formatively assess student work quickly and accurately while at the same time

providing those students (and themselves) with performance feedback. Upon completion of this

unit, teachers will be able to build and use digital rubrics using Google Forms, collect data on

Google Sheets, and write formulas to create a visual feedback display for both themselves and

their students.

Length: This instruction will take approximately five (5) days to complete and will comprise of

about seven (7) hours of instruction. Some learners may require less time to work through each

section as different learners bring with them a different level of technical skill and experience,

however, learners with minimal computer skills and those new to the teaching field may require

more than the required time. Below is a breakdown of the optimal time frames for each lesson:

Lesson Expected Duration

1: Identifying Benchmarks 1 Hour

2: Building Rubrics 1.5 Hours

3: Rubric Practice 1 Hour

4: Master Progress Monitoring Sheet 1.5 Hours

5: Data Integration / Formula Building 2 Hours

6: Final Progress Monitoring Sheet Build 2 Hours

Audience​: Learners for this unit will be middle school teachers at Tidwell Middle School in

Roanoke, Texas. These learners vary widely in their demographics and work experience and

thus have very different skill levels, experience, and views of technology in general. Also, the

teachers at Tidwell Middle School are generally focused on one subject area such as Math or

Science and will have different ideas of how technology can benefit their ability to formatively

assess their student’s work. As the school district puts a strong emphasis on using technology

in the classroom, all teachers will have some degree of experience with the use of Google

Forms and Google Sheets.

Instructors should be mindful that the most experienced teachers (in terms of service length)

may be the least versed in technology and may be the most reluctant adopters of technology

tools. Similarly, very new teachers may be highly skilled at technology but will likely lack a

concise understanding of the goal of formative assessment. Learners for this unit include a few

teachers with 30+ years of experience and a few with less than 1 year. Most teachers have

between 5 and 15 years of classroom experience and most are between the ages of 30 and 40

years, with a few teachers in their 20’s and a few in their mid-to-late 60’s.

Delivery​: The delivery for this instructional unit takes almost entirely a “learning by doing”

approach with some lecture required at the beginning of each lesson and various tools needed

as supports for each lesson. The instructor will provide pre-instructional materials and

information prior to each lesson to ensure that the lesson goals are understood and to assess

the competencies of the learners. Following this time, the instructor will work with all learners,

providing guidance as necessary as the learners complete their tasks. Some lessons will allow

for a fairly hands-off approach while the final lesson will undoubtedly require much specific
guidance to the less skilled learners in the group. All of the lessons incorporate a mix of

instructor demonstration with a learning-by-doing approach with the exception of Lesson 3,

which is focused on collaboration among the learners.

Sequence of Instruction:​ This instructional unit builds upon itself as each lesson is completed.

For this reason, it is vital that the instruction is sequenced correctly and that each lesson is

completed entirely prior to beginning the next lesson. Lessons 1 through 3 are focused on

analyzing student work and developing rubrics to allow for quick and accurate assessment.

These lessons begin with the basics of understanding the elements within the work being

analyzed and end with the creation of a workable rubric created with Google Forms. Lessons 4,

5, and 6 deal with the data collected via the rubrics the learners have created as the learners

build Google Sheets templates and write formulas to manage the data they have collected.

Within each lesson the Five-Step Instructional Model will be used. Each will contain the

following:

● Pre-Instructional Activity

● Content Presentation by Instructor

● Learner Participation

● Assessment (on going or summative)

● Follow-through activity(ies)

As with the entire unit, it is important that the activities within each lesson are sequenced

correctly to ensure that all learners finish with the skills and information required to be

successful.
To ensure that the unit reaches it full potential value for all students, the sequence of the

lessons has been carefully planned and must be followed to ensure that all performance

objectives are met. The following is a brief description of the scope of each lesson:

1 Instructor teaches students about identifying “benchmarks” in student work. Learners

demonstrate understanding of this concept.

2 Learners create digital rubric to assess student work and use tool to assess work they
have brought with them to the lesson.

3 Learners work in groups assessing work using “benchmarks” on a variety of different

assignments.

4 Instructor guides learners in the creation of a Master Progress Monitoring Sheet using
Google Sheets.

5 Instructor guides learners as they link data within the Master Progress Monitoring Sheet
together to create discrete data sets.

6 Instructor guides learners as they create Progress Monitoring Sheet to be used by both
teachers and students to monitor student progress.

Materials Needed

● District Issued Laptop with internet access

● Google Drive access with Google Forms and Sheets tools available

● Samples of student work (brought by participants)

● Samples of student work (brought by instructor as examples)

● Access to the school district online Grade Book

Resources Needed

● Genial.ly Page: ​https://view.genial.ly/5c7c5c357d15495764f9058b/interactive-image

● Genial.ly Page: ​https://view.genial.ly/5c7c5c1b7d15495764f90589/interactive-image

● Zapier.com Tutorial: ​https://zapier.com/learn/google-sheets/how-to-use-google-forms/

● Web Whiteboard: ​https://www.webwhiteboard.com/boards

● YouTube Video: ​https://www.youtube.com/watch?v=vrkKOIgeXdg&t=23s

● YouTube Video: ​https://youtu.be/Ajn03pSxUVY

● W3 School Tutorial: ​https://bit.ly/2TiRC3m

 Lesson Plans

Lesson Plan #1 Title​: Identify “benchmarks” in student work.

Performance Objective:

Using a student’s work, teacher will be able to identify key elements that can be used to inform

teacher that learning target has or has not been met.

Resources or Materials Needed:

● Examples of student work

● Computer

● Markers or pencils

● Access to Genial.ly resource page (on lesson website)

Time:

1 hour (Steps 1,2 - 30 minutes, Steps 3,4,5 - 30 minutes)

Step 1: Pre-Instructional Activities:

Before performing this activity teachers will inspect the student work and will identify and

discuss the key points (benchmarks) that should be evident in each piece.

Step 2: Content Presentation:

Instructor will explain importance of identifying “benchmarks” in work to help guide the

assessment process. “Benchmarks” are elements within a piece of work that can serve to define

the overall mastery of a concept by a student. “Benchmarks” can be words or phrases, pictures

or diagrams, or even structure that, when identified, will give in assessor an accurate insight into

how well the student understands the information.

Use presentations found in Genial.ly:

https://view.genial.ly/5c7c5c357d15495764f9058b/interactive-image

and

https://view.genial.ly/5c7c5c1b7d15495764f90589/interactive-image

Review these presentations to illustrate to learners how to identify key elements within student

work that indicates mastery level.

Step 3: Learner Participation:

Teachers will spend time inspecting the students’ work, marking the work if needed to determine

what “benchmarks” they will be looking for and to what degree the “benchmarks” indicate

student mastery of material. As needed, learners may access Genial.ly documents to help them

understand their goals.

Step 4: Assessment:

Once benchmarks have been identified teachers will practice quickly assessing student work

utilizing just the benchmarks, scoring them appropriately. Then teachers will more thoroughly

look at the students’ work to determine how accurate benchmark scoring is. (See Appendix A)

Step 5: Follow-Through Activities:

Once the assessment step has been completed, teachers can “tweak” their benchmarks as needed

to make quick assessment even more accurate.

Lesson Plan Summary:

For this lesson, the primary instructional strategy will be the use of group discussion and

“learning by doing”. Beginning this project by having the teachers look at their own students’

work will give them a sense of ownership and having the teachers discuss how they derived their
benchmarks should help to generate some interest and motivation among some of the more

reluctant teachers. For these reluctant teachers, a likely outcome is that they will see that the

process they are engaged in as a simpler method than they may have been doing in the past

which should serve to make them more open to the lessons that are to follow.
 Lesson Plan #2 Title​: Create Digital Rubric to Assess Student Work

Performance Objective:

With guidance from instructor, teachers will open a new Google Form from their Google Drive.

They will then build their rubric(s), formatting them so that the relative weights of each section

are evident.

Resources or Materials Needed:

● Copies of student work

● Computers

● Google Forms

● Access to Genial.ly resource page (on lesson website)

● Link to Zapier.com digital reference for Google Sheets (on lesson website)

Time:

1.5 hours (Steps 1,2 - 40 minutes, Steps 3,4,5 - 40 minutes)

Step 1: Pre-Instructional Activities:

To set up this lesson, teachers will follow instructor directions to open their Google Drives and

open a new Google Forms template. Some teachers will be familiar with this process while

others will need step-by-step guidance. For all teachers, a quick discussion about how Google

Forms work will help non-technical learners feel more comfortable with the upcoming processes.

Additionally, instructor should present Zapier.com’s tutorial

(​https://zapier.com/learn/google-sheets/how-to-use-google-forms/​) to learners as an electronic

resource to be accessed as needed.

Step 2: Content Presentation:

Instructor will use overhead projector to lead teachers in step-by-step creation of their own

digital rubrics.

Step 3: Learner Participation:

Teachers will follow each step of instructor, building their own Forms to match the benchmarks

and weights that they developed in the prior lesson. Teachers will create linear scale sections for

each identified benchmark and will weigh them accordingly based on their own understanding of

each benchmark’s importance.

Step 4: Assessment:

Instructor will inspect the digital rubrics to make sure that they are complete. Teachers will also

preview their own rubrics and score a “dummy” assignment to make sure that their rubrics

function properly. Assessment rubric will be completed by instructor to score learner’s ability to

complete this task. (See Appendix B Lesson 2 Assessment)

Step 5: Follow-Through Activities:

Some digital rubrics will need to be rescaled or simplified and some formatting may be

necessary for some teachers following the assessment phase. Once this is done the digital rubrics

will be ready to be employed.

Lesson Plan Summary:

This lesson, at its core, is very basic as teachers are simply transferring information from a

paper/thought format to a digital format. Teachers will primarily be following directions,

however, as they build their linear scales, they will need to use some of their own decision
making and interpretation. These activities fit well within the cognitive learning model because

they require a degree of intelligence but, in the end , follow a somewhat structured path.
 Lesson Plan #3 Title​: Assess Student Work Using Digital Rubric

Performance Objective:

Working in small groups and utilizing one another as advice points, teachers will develop a

streamlined process of building and using a digital rubric that is efficient and accurate.

Resources or Materials Needed:

● Copies of student work

● Computers

● Google Forms

● Web Whiteboard template (linked from lesson website)

Time:

1 hour (Steps 1,2 - 15 minutes, Steps 3,4,5 - 45 minutes)

Step 1: Pre-Instructional Activities:

Before this lesson, instructor will discuss with teachers that they are to focus on the benchmarks

that they identified earlier and will advise them that this process allows for changes as needed to

ensure a high degree of fidelity.

Step 2: Content Presentation:

This lesson is hands-on, requiring very little presentation after the initial pre-instructional

activity.

Step 3: Learner Participation:

Teachers will work through a set of their students’ work scoring each using their digital rubrics.

As needed, teachers may edit their rubrics to make them more accurate and/or efficient.
Teachers will score an entire batch of work, not just a few samples. To facilitate this work,

teachers will access Web Whiteboard. Here they will take turns uploading copies of their

student’s work and collaboratively assessing the work for benchmark elements.

Step 4: Assessment:

The assessment for this activity will be a combination of the time that it took the teachers to

perform their tasks as well as the level of accuracy that the work was assessed. A well done

rubric will have an easily identifiable set of benchmarks as well as a set of linear scales that are

weighted appropriately. (See Appendix A)

Step 5: Follow-Through Activities:

Once the student work has been assessed using the digital rubrics, teachers will review the data

on their Google Forms and make necessary adjustments to their scales and/or benchmarks.

Lesson Plan Summary:

This is a fairly basic lesson with much more doing than learning. The goal of this lesson is to get

the teachers used to working with Google Forms as a tool to assess student work. As simple as it

is, this lesson utilizes several elements of Keller’s ARCS Model. Having the teachers actively

participate in the learning, providing them with some variety, and honing the lesson around real

world examples (student work) will surely keep their attention. Additionally, as this entire lesson

focuses on actual student work there exists a high degree of relevance that will surely help to

keep the teachers engaged in the process.​2

 Lesson Plan #4 Title​: Create Master Progress Monitoring Sheet

Performance Objective:

Teachers will be able to their computers to access student data from the school database, input

the data onto a Google Sheet and format the sheet to prepare it to receive information from

digital rubrics.

Resources or Materials Needed:

● Computers

● Google Sheets

● Technical Resource Video: ​https://www.youtube.com/watch?v=vrkKOIgeXdg&t=23s

● MDS Video: ​https://youtu.be/Ajn03pSxUVY

Time:

1.5 hours (Steps 1,2 - 45 minutes, Steps 3,4,5 - 45 minutes)

Step 1: Pre-Instructional Activities:

Before this lesson, teachers will be asked to access their student list via the school’s digital grade

book system, E-School. Also, students will be directed to watch the videos linked above to

provide context for the lesson and to advise the students of the use of the videos as resources if

needed.

Step 2: Content Presentation:

Instructor will lead teachers in step-by-step instruction on how to extract student information

from E-School and export the data to Google Sheets.

Step 3: Learner Participation:

Teachers will follow instructor directions exactly to extract their students’ information from

E-School. They will then copy the information to a Google Sheet. Finally, on this sheet, they

will create assignment sheets for later use.

Step 4: Assessment:

As long as the teachers have followed each step of the process demonstrated by the instructor,

they will have a perfectly formatted and completed master sheet. As this process will proceed at

a pace dictated by the success of each teacher, all will be successful in the end. (See Appendix

A)

Step 5: Follow-Through Activities:

This lesson requires no follow-through activity.

Lesson Plan Summary:

Of all of the tasks, this lesson is the most basic, employing a behaviorist approach. Success in

retrieving and exporting student data is imperative and the teachers will simply need to follow

instructions and use some trial and error to get their master sheets ready for the next step in the

process.
 Lesson Plan #5 Title​: Linking Data from Digital Rubrics to Master Sheet

Performance Objective:

Under direct guidance from instructor, teachers will learn how data is managed by Google

Sheets. Then teachers will follow step-by-step instructions to import discrete data sets from their

rubric sheets into their master sheets.

Resources or Materials Needed:

● Computers

● Google Sheets

● Access to YouTube video lesson clips (on lesson website)

● W3 Schools SQL Tutorial: ​https://bit.ly/2TiRC3m

Time:

2 hours (Steps 1,2 - 45 minutes, Steps 3,4,5 - 1 hour, 15 minutes)

Step 1: Pre-Instructional Activities:

This lesson is fairly technical and will require a discussion of how Google Sheets work and how

data flows from a rubric (Form) to a Sheet and, finally, to the Master Sheet.

Step 2: Content Presentation:

Instructor will lead teachers in step-by-step instruction showing the teachers how to identify the

“key” to their original data sheet and write a formula that successfully imports the data into their

master sheet.

Step 3: Learner Participation:

Teachers will have both the sheet from their digital rubrics as well as their master sheets open

and will follow the steps as led by the instructor to write the formula needed to import the data

needed. Once the data has been imported teachers will continue to follow the instructor’s

guidance to make the edits needed so that the imported data is discrete, with only the necessary

information being imported.

Step 4: Assessment:

If the teachers have been successful importing data while following the instructor’s steps, they

will be tasked with doing this process on their own with a different dat set. Success on their own

will indicate that they have understood this process. (See Appendix A)

Step 5: Follow-Through Activities:

Each teacher will have imported their data correctly and will have demonstrated the ability to do

this on their own. To follow up with this, teachers will share the tips and tricks that they found

to be helpful in this otherwise technical process. Teachers should identify that this process is

identical every time, which will allow them to simply copy code from a prior sheet to be used in

subsequent sheets with minor edits needed to ensure discrete data.

Lesson Plan Summary:

Though the process employed in this lesson is technical and mundane, the end result of having

discrete data imported successfully can be quite satisfying to many teachers. This speaks to the

satisfaction section of the ARCS model. Immediate rewards, even in the midst of a highly

technical application, can be very motivating.​3

Following this lesson teachers will be given the opportunity to utilize the skills gained thus far to

assess multiple pieces of student work. They will be tasked with working through the each of the
5 steps laid out so far so that, in the end, they have a master sheet that contains a variety of

assignments and a large amount of assessment data.

Lesson Plan #6 Title​: Creating and Formatting Progress Monitoring Sheet

Performance Objective:

With guidance from instructor, teachers will learn the basic syntax requirements for SQL in

Sheets. They will then name their data range, write the SQL code to manage the data and,

finally, they will format their Progress Monitoring Sheet to be displayed to students.

Resources or Materials Needed:

● Computers

● Google Sheets

● Access to YouTube video lesson clips (on lesson website)

● Link to W3 Schools Tutorial Page for digital reference (on lesson website)

Time:

2 hours (Steps 1,2 - 30 minutes, Steps 3,4,5 - 1 hour 30 minutes)

Step 1: Pre-Instructional Activities:

Instructor will have teachers open the Master Sheets that they have created that should contain a

lot of student assessment data. Instructor will then discuss how SQL queries work and provide a

basic introduction of the syntax. Non-technical teachers will likely feel overwhelmed so it will
be emphasized that, though SQL can be very daunting, once the code has been written, it can

simply be copied from sheet to sheet as needed.

Step 2: Content Presentation:

Instructor will lead teachers as they identify and name their data ranges. Teachers will then

follow directions as they create a Progress Monitoring Sheet and write the SQL code that imports

the correct data.

Step 3: Learner Participation:

During this lesson, teachers will follow steps exactly as they are given. Teachers will name data

ranges and write SQL code to import data as requested. They will then follow directions to

create conditional formats that will allow the Progress Monitoring sheet to be displayed to

students in a manner that allows for student privacy while also giving them the information they

need.

Step 4: Assessment:

A properly constructed SQL query will result in a sheet that functions correctly, importing

selected data each time. Also, proper formatting will be evident as the data queries are run.

Assessment rubric will be completed by instructor to score learner’s ability to complete this task.

(See Appendix C Lesson 6 Assessment)

Step 5: Follow-Through Activities:

Once this step is completed teachers will have a working Progress Monitoring sheet that can be

used immediately. Teacher will be able to make adjustments to the conditional formatting as
desired and, as requested, instructor can provide further information on how to make their

Progress Monitoring sheets more engaging to the students.

Lesson Plan Summary:

Similarly to Lesson 5, this lesson uses a behaviorist approach but has a built in satisfaction

component because the reward from creating a complex and powerful tool is immediate and

gratifying. Teachers will finish this process with a sheet that can be used immediately with

students and that can serve as a template for future Progress Monitoring sheets as the year

progresses.
 Assessments

As learners work their way through this unit of instruction, they will perform a variety of tasks

that vary in scope, complexity, and product. For this reason, much of the assessment required is

formative in nature and focused on either how well the learner demonstrates an understanding of

the concepts being taught or how easily the learner executes the technical aspects of the later

lessons. It is important to note that, especially in regard to lessons 4, 5, and 6, learners will have

resources available to them as they work, minimizing the need for memorization of the skills

learned. The following is a breakdown of the assessment process for each lesson:

Lesson 1​: Students are learning about the concept of identifying “benchmarks” in student work

to make the grading of assignments easier and more efficient. A student who masters this skill

will demonstrate a clear understanding of this idea by selecting acceptable “benchmarks” in a

variety of assignment types.

Lesson 2​: In this lesson, students are using Google Forms to create a digital tool to use when

assessing student work. This is a very straightforward lesson that will likely challenge only the

least technical learners. Mastery of this lesson will be evident when the learners create Forms

that list the benchmarks and utilize a linear scale as the grading mechanism. Because this task is

presented with associated instructional material, it is not necessary that he learners have this

lesson memorized as long as their product is sufficient.

Lesson 3​: Lesson 3 involves learners working in groups with one another. The purpose of this

lesson is to allow the learners an opportunity to interact with a variety of different assignment
types and to share with one another. For this reason, assessing mastery involves little more than

observation by the instructor to ensure that the learners display that they are able to use the tools

they created to assess a variety of different types of assignments. One critical element in this

lesson is to encourage participation among the learners as some may claim an understanding of

assessing different assignment types without having done so.

Lesson 4​: In similar fashion to Lesson 2, learners in this lesson are simply following the

directions of the instructor as they are led through the process of creating a Master Progress

Monitoring Sheet using Google Sheets. This is a highly technical lesson and it is likely that most

learners will have minimal exposure to the formulas being used. This lesson also has associated

resources to assist those who are less technically adept and, as was the case earlier, learners are

not expected to memorize the material learned - rather, they will be assessed on their ability to

follow along and produce a Sheet that is functional and correctly formatted.

Lesson 5​: Lesson 5, like Lesson 4 requires learners to use formulas to link data within their

Master Progress Monitoring Sheet. The instructor will lead this process and the learners may use

the associated resources to assist if needed. Unlike Lesson 4, however, learners will be expected

to replicate the tasks (with the help of resources, if needed) without the instructor’s assistance.

Mastery of this task will be evident when the learners have created a Sheet that has multiple,

interconnected sheets within it. ​It is vital that students demonstrate mastery with this task as the

functionality they are creating is vital to the overall value of the entire unit.

Lesson 6​: This lesson is the most technical of all of the lessons and will contain skills and tasks

that are unknown to all but the most savvy teachers. SQL queries are not compatible with

Microsoft Excel, which is where most learners will have had experience with spreadsheets.
Given this technical nature, the instructor will lead the students with this task as they write the

query code that builds the progress monitoring component of their Sheet. Though this task is

technical in nature, it should be led completely by the instructor, leaving little room for error by

the learners. Mastery of this task, therefore, will be determined by the learners’ ability to follow

the directions of the instructor and, if necessary, the supplemental aids.


General Assessment and Evaluation Chart
Lesson Masters
1 Teacher identifies
“benchmarks” in student
work that clearly
showcase mastery.
2 Digital rubric created with
clear “benchmarks” and
simple linear scale.
3 Student work is assessed
easily and accurately
using digital rubric
4 Master Progress
Monitoring sheet created
accurately
5 Data linked from digital
rubrics and imported
correctly and is discrete.
6 SQL queries work
correctly and conditional
formats present data in
manner that protects
student privacy.
Appendix A
Acceptable Improvement Unacceptable
Needed
Teacher identifies “Benchmarks” No “benchmarks” are
“benchmarks in student work identified are vague identified .
that are relevant but do not and/or too broad to
clearly showcase mastery. allow for efficient
assessment
Digital rubric created with Digital rubric does not No digital rubric
vague “benchmarks” and/or include “benchmarks” created.
scale that is too nuanced. and/or has no linear
scale.
Student work is assessed but Digital rubric does not No digital rubric
not efficiently using the digital allow for accurate or created or digital
rubric efficient assessment of rubric does not match
student work. student work.
Master Progress Monitoring Master Progress No Master Progress
sheet created accurately Monitoring sheet not Monitoring sheet
accurate created
Data is linked from digital Formulas are written No formulas are
rubrics but is not discreet. that need to be fixed to written and no data is
allow for data to be imported.
imported.
SQL queries work correctly SQL queries are No SQL queries are
but conditional formats do not written but do not written.
present data in a manner that work correctly to
protects student privacy. import data.
Appendix B
Appendix C