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Tat2 Task 3 Users Manual 3
Tat2 Task 3 Users Manual 3
Michael Anderson
03/18/2019
A Written Project Presented to the Faculty of the Teachers College of
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:
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
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
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
● Learner Participation
● 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:
2 Learners create digital rubric to assess student work and use tool to assess work they
have brought with them to the lesson.
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
● Google Drive access with Google Forms and Sheets tools available
Resources Needed
Performance Objective:
Using a student’s work, teacher will be able to identify key elements that can be used to inform
● Computer
● Markers or pencils
Time:
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.
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
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and
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Review these presentations to illustrate to learners how to identify key elements within student
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
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)
Once the assessment step has been completed, teachers can “tweak” their benchmarks as needed
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.
● Computers
● Google Forms
● Link to Zapier.com digital reference for Google Sheets (on lesson website)
Time:
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.
Instructor will use overhead projector to lead teachers in step-by-step creation of their own
digital rubrics.
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
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
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
This lesson, at its core, is very basic as teachers are simply transferring information from a
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.
● Computers
● Google Forms
Time:
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
This lesson is hands-on, requiring very little presentation after the initial pre-instructional
activity.
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
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.
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
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.
● Computers
● Google Sheets
Time:
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.
Instructor will lead teachers in step-by-step instruction on how to extract student information
E-School. They will then copy the information to a Google Sheet. Finally, on this sheet, they
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)
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
● Computers
● Google Sheets
Time:
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.
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.
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
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)
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
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
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
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.
● Computers
● Google Sheets
● Link to W3 Schools Tutorial Page for digital reference (on lesson website)
Time:
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
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
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.
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
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
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 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
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
2 Digital rubric created with Digital rubric created with Digital rubric does not No digital rubric
clear “benchmarks” and vague “benchmarks” and/or include “benchmarks” created.
simple linear scale. scale that is too nuanced. and/or has no linear
scale.
3 Student work is assessed Student work is assessed but Digital rubric does not No digital rubric
easily and accurately not efficiently using the digital allow for accurate or created or digital
using digital rubric rubric efficient assessment of rubric does not match
student work. student work.
5 Data linked from digital Data is linked from digital Formulas are written No formulas are
rubrics and imported rubrics but is not discreet. that need to be fixed to written and no data is
correctly and is discrete. allow for data to be imported.
imported.
6 SQL queries work SQL queries work correctly SQL queries are No SQL queries are
correctly and conditional but conditional formats do not written but do not written.
formats present data in present data in a manner that work correctly to
manner that protects protects student privacy. import data.
student privacy.
Appendix B
Appendix C