Julia Belvin and Brooke Hendrix

Report One
ITEC 7430

1. Problem Analysis:
1.1 What is your system of interest?
The system of interest for this report is student work submission on Google Classroom.
In schools that utilize technology applications for student assignments, properly
submitting work to teachers is essential for students to receive feedback and revised
instruction that will meet their academic needs and inform future instructional practices.
We are going to focus on this system in an effort to teach students the proper way to
submit assignments to their google classroom because we want students to receive
feedback from their teachers in a timely manner to inform decision making of appropriate
instruction, and the proper submission of assignments is going to be key to this taking
place.

1.2 What symptoms drew your attention to this system of interest?

Many students struggle with the steps required to submit an assignment to their teacher
on Google Classroom. In order for a student to properly submit an assignment to their
teacher for feedback, students must be able to navigate through the digital learning
platform that their school provides. Though the platform is provided, the training is not
and students are left unequipped with the knowledge to efficiently utilize the platform and
submit assignments through Google Classroom in a timely manner. Teachers are left
utilizing class time to repeatedly teach the process to students rather than teaching new
content or reteaching needed skills.

1.3 Mager and Pipe Performance Gap Analysis

Mager and Pipe Performance Gap Analysis*

Step 1: What is the Step 2: Is it important/needs Step 3: Is it a skill deficiency?

Performance problem? to be addressed?
No, there is a proper training
Students are struggling to Yes, students raise their hands deficiency. Students utilize class
efficiently access assignments to ask how to submit their time to learn how to navigate
and submit them through assignments and need to be through the digital learning
Google Classroom. walked through the process, platform.
taking up classroom time.

Step 4: Is the optimal Step 5: Is not achieving the Step 6: Does the optimal really
punishing to the individual? optimal rewarding? matter to them?
No, the optimal saves class No, achieving the optimal is Yes, students can complete tasks
time and allows for more classrewarding to both teachers and and submit them on their own time
time to spend correcting students. It saves teachers fromwithout the help of a teacher. For
mistakes on assignments and repetitively explaining steps example, digital learning days can
conducting grammar, spell and saves students time for be more seamless, where students
checks, etc. correction. can confidently submit assignments
and ensure their teacher receives
them.

Step 7: Are there obstacles to achieving the optimal?

The best solutions include immediate intervention such as a digital training/learning day.
Students will have an in-depth one time training on how to navigate the digital learning platform,
visit applications to access their work, as well as the proper step-by-step process of how to
submit their work. Students who miss this training might have to be individually taught. To avoid
this, students can be given a required digital training prior to gaining full access to laptops. They
can show that they can perform these steps successfully on their own and can complete
assignments in the future without the help of a teacher.

2. Needs Assessment:
2.1 Optimals
The optimal situation within school systems is that all students would know how to
navigate the digital learning platform provided by their school. Students would have
knowledge of how the Google Platform converges. Students would have an
understanding of how they can consolidate work through the digital features provided.
Furthermore, students should be able access assignments on Google Docs, Google
Slides, etc. and submit them to the proper place in the Google Classroom. In the optimal
situation, students will have a one time training where they learn the steps to this
process once. After completing the training they would understand the process for
submitting assignments and would not need future assistance during class time. Instead
of asking questions about how to submit assignments, students could spend that time
correcting mistakes before making their final submission.

2.2 Actuals
1. Middle grade students do not have the knowledge of how to submit assignments
through Google Classroom. When working on assignments, they usually get finished at
differing times and end up spending time figuring out what they are supposed to do
when they are complete. They do not have the knowledge that Google applications
automatically save and keep their work in a specific place. Furthermore, students do not
 know how to access this saved work. They do not know how to submit that work to
Google Classroom when they are complete.
2. A student sample should be observed while finishing and submitting an assignment.
The sampling would be random to collect data from students with versatile skill sets
ensuring that all middle grade students at the school are equally represented. An
observation checklist would be used to examine how many wrong steps or misclicks a
student might make in the process of accessing saved assignments and submitting them
to the Google classroom. The checklist would assess which route the student takes to
get to the assignment and how many unnecessary steps they may be taking to submit
the assignment.

2.3 Discrepancies
There are a couple of discrepancies in this study, such as teacher preferences. There is
more than one way an assignment can be submitted. For example, if a teacher prefers
that the student shares the assignment via email, then that would be a discrepancy. In
middle schools, students often have multiple teachers in one day, potentially introducing
multiple methods of work submission. Therefore, it is important to point out the various
submission routes that exist through these digital platforms, and note that a “one size fits
all” method might not be the preferred method for all teachers. Some teachers may have
a preferred method that requires a manual submission or a shared submission, that is
not the automatic submission process set up in the Classroom. Depending on a
teacher’s desired receival method, students may have to adjust the typical submission
process. For schools who utilize Google Classroom for assignment submission,
establishing a school-wide norm may be beneficial for student success of this task.
Another discrepancy might be between school systems who operate on different
platforms and programs. Thus, the national or state consistency for training could not be
done.

2.4 Priorities
The priorities that can be assigned can be a specific training program that aligns with the
digital learning program set up through the schools who are hoping for a streamlined
submission process. The top priority would be to develop a step by step instruction guide
and training program that aligns with the Google platform. From there, schools can
implement this when assigning laptop numbers to sixth graders. Before allowing full
access to laptops, students will complete the online training and navigation practice. By
the end of the semester, students will complete a survey that rates the training system.
Students will respond with feedback about any issues they have come across while
using the platform.

2.5 Goal Statement

Students will be able to complete and properly submit an assignment in their Google
Classroom to their teacher.

3. Instructional Analysis
3.1 Goal Analysis
1. The domain for this instructional problem is application, because they are applying the
same steps to the same activity multiple times to practice achieving this goal. The
domain classification for this problem is intellectual skill. Students are applying rules to
properly operate their laptops, navigate to different assignments and troubleshoot any
issues that arise.

3.2 Subordinate Skill Analysis

Report 2

1. Learner and Context Analysis

1.1.What is the target population?
The target population of this report are new middle school students (rising 6th graders)
and their teachers who are using Google Classroom tools for their learning management
system. These students are currently having a hard time correctly using the available
tools to complete and submit their assignments to their teacher for feedback. Students in
these schools will benefit from the instruction by learning how to utilize the tools within
google classroom to successfully complete and submit assignments given by their
teachers. The skills will continue to benefit these students beyond their classroom, as
online document sharing will be relevant in higher education and postgraduate settings.

1.2. Physical characteristics of the instructional setting.

The school that these students attend provided one-to-one laptop devices for each
student in the school. These devices are provided for each student to utilize during all
class sessions where teachers prefer them.

1.3. Organizational characteristics of instructional setting.

In this instructional setting, students engage in whole group lessons and activities to
learn new content, but are accustomed to completing independent work assignments
and group projects on their one-to-one devices, mainly utilizing Google Classroom as
the learning management system.
1.4.
After filling out the table below in the table, describe how you would determine the

characteristics of the target population

(Minimum 100 words).

Learner Analysis

Information Categories Data Sources Learning Characteristics

1. Entry Skills Interview: Performance Setting:

Students and leaders will
participate in interviews to
establish the entry skills of
participants from the target
population
Some students have a lot of
experience in web-based
learning and digital
submissions. Some have
very little experience and
some have none.

Learning Setting:
Target students are those
rising 6th graders including
those who have little or a lot
of experience, those who are
new to county or in the same
county, as well as transfer
students, foreign exchange,
etc. Any student who is new
to the school is target as they

2. Prior Knowledge of Student Checklist:
topic area Provide students with a list of
prior knowledge that should
be activated before the
instruction begins.
3. Attitudes toward Questionnaire:
content area Provide students from target
population with a
questionnaire
may have varied levels of
experience working on
computers but they can all
become familiar with the
exact process that is
expected of them. There is a
consistency across all
students and they all either
learn or refamiliarize
themselves with the same
submission process as well
as the features of the digital
programs.
Learning Goal:
Students will communicate
their level of computer
experience and comfort level
with basic computer skills.
Resources:
Interview Questions and
teacher to conduct the
interview
Students have general
knowledge of computer
navigation through previous
years in elementary schools.
They have experience
watching teachers navigate
the digital platforms. They
believe performing a training
will ensure assignments will
be effectively sent and
submitted to their new
teachers.
Learning Goal:
Students can navigate the
web, conduct a search on a
browser, and understand how
to use a keyboard/mousepad.
Students are enrolled to start
middle school careers. They
believe training will help build
confidence along with
understanding new
expectations in new setting.

4. Attitudes toward Questionnaire:
potential delivery Provide students from target
application population with a
questionnaire
5. Motivation for Interview and Observation:
instruction (ARCS) Teachers will take
observational notes from
student interview responses,
as well as during instructional
times.
6. Educational and Assessment:
ability levels Assessment Data from
previous formative and
summative assessments
Learning Goal:
Students will communicate
their interest level of online
designing.
Students have experience
learning through web-based
learning and lectures. They
like the convenience of web-
based learning as well as
access to their own laptop.
They believe practice with
submissions and virtual
simulations are helpful to
build confidence and gaining
knowledge of expectations for
new teachers.
Learning Goal:
Students will communicate
their interest level of
completing work online
versus with paper and pencil.
Learners are positive about
their transition to middle
school. Students are highly
motivated and want to know
what teachers will expect of
them. They are motivated to
learn how they can be
successful in the new setting.
Resources:
Interview Questions and
teacher to conduct the
interview
Observational Checklist
Education:
All students are rising 6th
grade students. They have
experienced elementary
setting and are new to middle
school setting. They have
experience using laptops
however their overall
computer experience varies.
Ability Levels:

7. General learning Questionnaire:
preferences Provide students from target
population with a
questionnaire
8. Attitudes toward Questionnaire:
training organization Provide students from target
population with a
questionnaire
Students are developing
learners with some highly
experienced using web-
based learning, and some on
the other end of the
spectrum. Based on
environment before, students
are expected to be more
independent therefore ability
to do things on their own may
need strengthening.
Resources:
Relevant Assessment Data
collected from prior units of
study
Students have experience
with using computers but are
now experiencing a whole
new setting, school, set of
teachers, expectations, etc.
Students do not want to feel
put on the spot when asked
to do something for the first
time in the new school.
Students prefer to have a
clear set of expectations for
how to operate programs and
submit work. They prefer a
round of learning what is
expected, private practices,
and practice submissions that
show them the exact correct
process.
Students have positive
feelings toward the school
organization and laptops that
are provided. They are
familiar with web-based
instruction and assignment
submission. All think the
course is essential to feel
more comfortable in adapting
to the assignment
administration process and
the expectation for turning it
in correctly. They believe it
will help them get acquainted
 with new expectations and re-
familiarize themselves with
computer features. They also
believe the training will help
them in getting familiar with
the expectations in middle
school vs. the ones they had
for the previous five years.

9. General group Interview and Observation: Heterogeneity:

characteristics Teachers will take
a. Heterogeneity observational notes from
b. Size student interview responses,
c. Overall impressions as well as during instructional
times.
Students will be transitioning
from elementary (5th grade)
setting to middle (6th grade)
school setting. Students will
have similar experience using
Google Classroom and
technology tools.

Size:
There will be a total of twenty
learners (new 6th graders)
who will participate

Overall impressions:

Instruction will need to be

relevant, convenient, efficient
and concise.

Resources:
Interview Questions and
teacher to conduct the
interview
Observational Checklist

To determine the characteristics of the population, we would assess data through

interviews and checklists. Based on interview, and checklist data forms characteristics of
the learner population will be examined. Learners are heterogeneous in that they come
from elementary school and have similar experience using the Google Classroom. They
come from a similar elementary setting and are now transitioning to middle school
setting. It would be important to have records to know their experience using tools and
technologies provided by the school. It would be necessary to make sure the school has
the relevant tools and technologies similar to the ones provided in the elementary
setting.

Context Analysis
Information Categories Data Sources
1. Managerial/ Interviews:
supervisorial support Two current faculty members
who have gone through
professional training will
conduct interviews with
participant students.
They will ask a series of
questions gathering data
about their
comfortability/experience
using the Google suite
2. Physical aspects of Interviews:
site Trained current faculty will
conduct interviews with
students to gather various
information regarding
experience/ comfort levels
with using Google suite
Observations:
Held in the provided
classroom. Trained current
faculty will administer
observations as students
perform various tasks given
during the duration of
observation period
3. Social aspects of site Interviews:
Current trained faculty and
students will interact during
interviews. Faculty will ask
students questions and
students will respond
Observations:
During observations students
will be prompted not to
speak. They must complete
steps and tasks on their own
without any talking
4. Relevance of skills to Interviews:
workplace Current trained faculty and
students will use practices in
classroom in future
Learning Characteristics
Facilities:
School administrators will
provide quality classroom
with open availability
Resources:
Administrator provides
pencils, paper
Equipment: laptops, a
working tv screen/projector
that can display videos,When
needed, technology support
is provided through the
organizations’ technology
department
Supervision:
Students will be supervised
by faculty member doing
observation
Interaction:
The students will interact
when prompted to, such as
after watching videos. They
will discuss in small groups
reflections after viewing.
Meet identified needs:
Faculty will identify any needs
of improving the effectiveness
of observation and interview

Observations:
Current trained faculty and
students will use practices in
classroom in future
processes. Faculty will be
able to use new needs in
future meetings.

2. Performance Objectives *Revised from Report 2 Submission

2.1. Terminal Objective (TO)

Without assistance from their teacher or classroom resources, students will be able to
compete and submit a Google Document with their teacher using the Google Classroom
platform. In the real world, this skill will also be applied to higher education and
workplace settings.

2.2. Subordinate Objectives (SO)

2.2.1. SO in the cognitive domain.

Students will demonstrate their understanding of the importance of submitting their work
correctly, including receiving timely feedback from their teacher, responsibility, and
monitoring their classroom grades.

2.2.2. SO in the affective domain.

Students will model the correct process of completing and submitting work on their
Google Classroom

2.2.3. SO in the psychomotor domain.

Students will replicate the steps required to complete and submit work across multiple
activities from various subjects, including ELA, Math, and content areas.
Students will build an online infographic using the design tools available on Canva
replicating the skills needed to successfully submit class work on their Google
classroom.

3. Assessments

3.1. Select one SO; describe the manner

With the cognitive domain, the student must have intellectual tools such as computer
assisted design and navigation. The student must organize, manage, and apply their
tools and knowledge of internet programs and their corresponding features to submit
their assigned work. With the variety of resources given through school digital platforms,
a student can effectively navigate through them and utilize them with ease and
assurance.

3.2. What types of assessment instruments will your instruction have?

The assessments will come from testing the submission portion of the submission
process on Google Classroom.
The assessment instruments will include a laptop and charger. The students will need to
attend a one-to-one school where they have access to their own laptop and charger,
 thus context-centered criteria should be considered when creating the assessment. The
assessment would work best at schools where the one-to-one laptop setting is in place.
Since the students would be operating and performing a submission on the laptop, the
best test type would be live performance. Since the objective is a successful
performance, students need clear written instructions that describe clearly what needs to
be done and how. This would include special conditions such as time limits since that
would be part of the test. Part of the terminal objective is to complete the tasks in a
timely manner so the time taken to complete the submission process would need to be
assessed.

Checklist Correct Incorrect

_________1. Student correctly locates and opens Google Chrome x

browser

_________2. Student types URL correctly x

_________3. Student navigates to the correct folder that holds the x

Google Suite

_________4. Students opens Google Classroom x

A checklist would be the best instrument.

An observer can watch the live performance of the submission process for a certain
number of students. The checklist would have two columns, incomplete and complete.
The observer would mark along whichever side according to how the student was doing.
For example on the incomplete side it would say “does not open the correct browser on
the first try” and the correct side would say “opens the correct browser on the first try.”
The observer would watch and make checks throughout the assessment. They would
continue to use the checklist as they observed the steps, clicks, misclicks, and so on that
a student would apply along the process of submission. If a student navigated to the
wrong platform, program, etc. the observer would check that off in the incorrect side. If
the student edited their work but did not click the “turn it in” feature, then the observer
would check the incorrect side.
The observer would also note the time taken to complete each step, so a frequency
count could also be incorporated to tally the number of incorrect steps taken.

3.3. Write items that assess three SOs in 5.2 above.

3.3.1. Write one item in the cognitive domain.

Student demonstrates understanding of the submission process on Google Classroom

and can successfully complete the process in a timely manner without the help of a
teacher. Using the appropriate platforms, students will locate assignments and properly
submit them to the appropriate place in Google Classroom.
 Category 4 3 2 0

Knowledge of Student Student Student barely Student does

platform understands somewhat understands not
convergence convergence understands convergence understands
across convergence across convergence
platforms and across platforms and across
exhibits platforms and exhibits little platforms and
understanding exhibits some understanding exhibits no
of understanding of understanding
connectedness of connectedness of
to Google connectedness to Google connectedness
Slides, Gocs, to Google Slides, Docs, to Google
etc. to Google Slides, Docs, etc. to Google Slides, Docs,
Classroom etc. to Google Classroom etc. to Google
Classroom Classroom

3.3.2. Write one item in the affective domain.

Student will initiate the submission process on Google Classroom without questions.
Student will choose the correct assignment and confidently submit it independently
without the assistance of anyone.

Category 4 3 2 0

Confidence in Student Student Student Student can

Submission initiates initiates initiates not initiate
Process/Expe submission submission submission submission
ctations process process fairly process and process. Asks
confidently confidently does not for assistance.
without asking without asking exhibit Student needs
for any for any confidence. clarification on
assistance. assistance. Student needs expectations
Student needs Student needs clarification on from teacher to
no clarification very little expectations submit their
on clarification on from teacher to assignment on
expectations expectations submit their Google Docs to
from teacher to from teacher to assignment on Google
submit their submit their Google Docs to Classroom.
assignment on assignment on Google
Google Docs to Google Docs to Classroom.
Google Google
Classroom. Classroom.

3.3.3. Write one item in the psychomotor domain.

 Student will perform the Google Classroom submission process by exhibiting proper
knowhow of navigation across platforms, diligence and accuracy when clicking and
confidence to do so without assistance.

Category 4 3 2 0

Fluid Student Student Student Student can

Navigation performs step performs step performs step not perform
by step by step by step step by step
process with process with process process.
ease and no ease and little without ease Student opens
hesitation. hesitation. and has wrong
Does not open Opens one hesitation. programs with
wrong incorrect Opens mouse. Does
programs or platform but incorrect not find the
platforms and navigates to platforms and assignment in
correctly correct struggles to the correct
navigates to platform and find the correct location. Does
assignment assignment location of not correctly
using the using mouse. assignment. submit
mouse. Clicks Clicks Raises hand to assignment.
seamlessly and seamlessly and ask for
submits with no submits with 1 assistance.
error. mistake in Submits after
steps. more than 1
mistake in
steps and
questions from
the observer.

Report 3

4. Instructional Strategy

4.1. For the Terminal Objective (TO), specify and exemplify an appropriate pre-instructional
activity

The pre-instructional activity we will use is the checklist that is used for the live
performance assessment. Instead, students will use a checklist themself while observing
two videos of others performing the actions. Students will ensure that the person they
are watching in the video completes all of the correct steps. They will watch a video of
someone who does not successfully complete the submission process and will have to
use the checklist while viewing. They will mark each step that was done correctly or
incorrectly. Then, students will watch the second video and complete the same checklist
again. They will mark incorrect and correct steps taken.

4.2. For a SO associated with that TO, specify and exemplify an appropriate presentation
strategy or strategies
 The student will watch a clip that exhibits someone performing the submission process
on Google Classroom. It will demonstrate the basic process as well as mention the other
route options for submission along with other features of the Google Classroom. After
viewing, the student will be asked if they learned anything new from the clip. Students
will discuss with a partner if there is anything that they still have questions about or
anything they felt was left off from the video. Students will let faculty know if they think
that the video is helpful or not. Students will rate video on effectiveness.

4.3. For the same SO, specify and exemplify an appropriate learner participation
(practice)activity or activities.

After watching the video, the students will be given an assignment to create their own
“how to” submit slide in Google Slides for upcoming 5th graders. They will need to put
the process of submission into words where they create a step by step guide for
someone who has never done it before. Students will be advised to open the computer
and track each step they take during the submission process. After completing each
step, they will note it and need to make sure to include it in their guide. The student will
use Google slides to create the guide. Students will make the guide so that steps are
clear and coherent for a new user. They will then submit the Google Slide to the Google
Classroom.

To follow up, students will be given one last practice assignment to exhibit their
knowledge of submission. For struggling users, it might be appropriate to create a
computer aid that enables “animated pop-up explanations for each of the icons in the
toolbar of a new computer interface,” or the steps for submission might be taught
through a formal training. Students could be administered training when entering 6th
grade. Students would have to successfully complete training which includes a post test
in order to access computer features. The aid would be a computer genie type that could
guide a student through each submission process. This would include all of the routes of
submission, including traditional and alternative submission routes such as the link
feature. The computer aid would have a bubble pop up explaining each button and
corresponding feature along the way of the submission process.

Instructional Materials

For the TO, provide examples and defend your choice of an appropriate pre-instructional
materials.

Pre–instructional materials are necessary to establish what learners know and understand and
still need to know. These materials can allow observers to assess where learners are at. It can
also assess best practices in teaching the learner. With these materials, observers can gain
necessary data and information to manipulate future learning and instruction as needed.
Terminal Objective: Without assistance from their teacher or classroom resources, students will
be able to compete and submit a Google Document with their teacher using the Google
Classroom platform. In the real world, this skill will also be applied to higher education and
workplace settings.

One of the pre-instructional materials needed are as follows:

● Submission Process Checklist

Students will watch someone who is submitting an assignment and complete the following
checklist.

Steps Yes No Remarks

1. Student navigates to
browser supporting
(Google chrome)

2. Goes to
classroom.google.com
and clicks Sign-In

3. Click the class ->

Classwork.

4. Click the assignment and

then View instructions.

5. To attach an item:
a. Under Your work, click
Add or create and then
select Google Drive "",
Link Link, or File "".
b. Select the attachment or
enter the URL for a link
and click Add.

To attach a new
document:
a. Under Your
work, click Add
or create > Docs,
 Slides, Sheets "",
or Drawings "".
A new file attaches to
your work and opens.

b. Click the file and

enter your
information.

6. Click Turn In and confirm.

The status of the assignment

changes to Turned in.

The checklist will allow a learner to evaluate another learner before instruction has begun. They
will watch another student submit an assignment and they will be able to evaluate the steps
taken. We defend this choice because it can allow the learner to be a teacher and in turn teach
the learner what exact steps are needed. The text states to “develop a checklist of the types of
behaviors and include these in the statement of the objective to ensure a clear understanding of
the criteria.” Based on responses, “ the supervisor can infer whether the teller possesses” the
knowledge to match the performance objectives.

In other words, the checklist will allow the observer to see that the learner can identify when
each step is done correctly. Using the checklist they will classify actions as another as
necessary behaviors to complete the process. Utilizing this checklist as a pre instructional
material will also give the teacher a data point to her guide instruction during the unit.

Once they do this two different times, they will have a solid foundation of the necessary steps
they take to submit an assignment. The more that they see it done, the less they will question.

Select one SO; provide examples and defend your choice of appropriate presentation materials.

One of the presentation

materials needed for the SO are as follows:

● Video
Students will watch a video of “how to” steps. This will give detailed instructions to solidify
knowledge of the steps needed to complete the submission process. A video can show a
student steps with visuals as well as audio. They can see the correct process and know they
have a resource to refer to get the correct steps. After watching the video, the student will
complete a rating or feedback of the video. Compare your ratings with those provided in the
Feedback-Video 1 and note any discrepancies.

For the same SO, provide examples and defend your choice of appropriate learner participation
(practice) materials.

One of the learner participation practice materials needed are as follows:

● “How to Assignment” Assignment Instructions for students are below

Assignment instructions:

Using Google Slides, create an instruction guide for how to submit an assignment through
Google Classroom to a new Google user. Include all of the steps a user needs to take in order
to properly submit an assignment to the classroom.

Students will be given an assignment to come up with their own “how to” slide. Students will
have to describe the steps in detail for how to submit an assignment. By doing this, students will
have to formulate in their own words the necessary steps. By coming up with a resource to
teach someone else, they will have to analyze the process, eliminate unnecessary steps and
include only steps necessary to submit.
For the TO, provide examples and defend your choice of appropriate follow-through materials.

One of the follow-through materials needed are as follows:

● “How to” Assignment Submission Practice

Follow-through

Submit the assignment to Google Classroom

After completing the assignment, students have to put all of their learning to the test and submit
the assignment.

Checklist can be used to assess correct steps were taken.

5.1 Formative Evaluation

One-to-one evaluation would be the most appropriate formative evaluation to measure

progress for this goal. Each student is working toward the same level of mastery, which
is successfully submitting their Google Classroom assignment to their teacher for
feedback. Teachers could carry out this evaluation by keeping a checklist for each
student. The checklist will allow the teacher to mark whether the student has submitted
their assignment in the correct manner or not. This will be helpful for the teacher, as it is
a quick way to assess each student, while also providing real time data to guide any
revisions and reteaching opportunities for small groups who are not meeting the
objective. If a teacher was planning on keeping data on this objective over 10
assignments, they could use the following checklist to assess each student individually.
This chart could also be duplicated to track progress toward student achievement on
each subordinate objective as well, especially SO #2.

Terminal Assignment Assignment Assignment Assignment Assignment

Objective #1 #2 #3 #4 #5

Student #1

Student #2

Student #3

Student #4

Student #5

Student #6

Student #7

Student #8
 Student #9

Student #10

Subordinate Assignment Assignment Assignment Assignment Assignment

Objective #2 #1 #2 #3 #4 #5

Student #1

Student #2

Student #3

Student #4

Student #5

Student #6

Student #7

Student #8

Student #9

Student #10

If the teacher was looking for formative assessment data on subordinate objectives 1 and 3, we
would recommend a student questionnaire, since these questions relate to a students
understanding and thought process when completing the tasks, something that would not
necessarily be evident through an assignment submission. The checklist will allow students to
answer questions about independently completing assignments. This student questionnaire
could be given after each assignment and used in combination with the chart above to monitor
student progress and achievement toward the goal of independent work. The following student
questionnaire would provide formative data on these objectives:

Student Name: ______________________

Were you able to navigate the tools on Yes No

Google Classroom without any assistance?

Did you know where to click to achieve your

desired outcome on the first try or without any Yes No
assistance?
Were you able to locate the assignment on Yes No
Google Classroom without any assistance?

Were you able to navigate to Google Yes No

Classroom without any assistance?
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