Docs


 * Description**

In this instance of Google Docs, I used it as a method to assess students knowledge of throwing. I taught throwing through a tactile approach and followed it up with a Power Point Presentation and videos to reinforce the concept. After that, I had the students take a test I made in google forms. I tried to create the test to include higher level thinking. The data below is the data collected from the assesment. As you will see in my reflection, which is below the data, some of responses were rushed due to technical difficulties, and they do not reflect the students full potential.


 * Link to Google Site and Presentation**

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 * Form Data**

People may select more than one checkbox, so percentages may add up to more than 100%. ||
 * Classroom Teacher ||
 * [[image:http://chart.apis.google.com/chart?cht=p&chs=345x150&chco=0000e0&chl=Ms.%20Payne%20%5B1%5D%7CMs.%20Richardson%20%5B0%5D%7CMs.%20Lee%20%5B1%5D%7CMr.%20Mannuchi%20%5B10%5D&chd=e%3AFVAAFV1U width="345" height="150"]] ||  || Ms. Payne ||   || 1 || 8% ||
 * Ms. Richardson ||  || 0 || 0% ||
 * Ms. Lee ||  || 1 || 8% ||
 * Mr. Mannuchi ||  || 10 || 83% ||

People may select more than one checkbox, so percentages may add up to more than 100%. ||
 * Grade ||
 * [[image:http://chart.apis.google.com/chart?cht=p&chs=345x150&chco=ff9900&chl=Third%20%5B1%5D%7CFourth%20%5B0%5D%7CFifth%20%5B1%5D%7CSixth%20%5B10%5D&chd=e%3AFVAAFV1U width="345" height="150"]] ||  || Third ||   || 1 || 8% ||
 * Fourth ||  || 0 || 0% ||
 * Fifth ||  || 1 || 8% ||
 * Sixth ||  || 10 || 83% ||

Question Portion
This is the test portion of this form. Please answer each question, which is worth one point. Name two ways to throw. Two types of throws are underhand and overhand.h al;kcfhUnderhand and overhandTwo ways to throw are underhand and overhand.The two ways of throwing is underhanded and upperhand and making your arm the shape of an "L" or 90 degreesoverhand and underhandMake sure that your arm is in the shape of an 'L' and then step with the opposite foot.One way you can throw is make your arm the shape of an 'L'. The second way to throw is to step with the opposite foot and make an 90' degrees angle .1.)Underhand 2.)Oveerhandtwo ways to throw is underhand and overhand.The two way of throwing is underhand... People may select more than one checkbox, so percentages may add up to more than 100%. ||
 * Please choose the three steps in the throwing process. ||
 * [[image:http://chart.apis.google.com/chart?cht=bhs&chs=345x180&chbh=24%2C6&chco=dc4242%7Ce26363%7Cd62121%7Ce88585%7Cd00000&chxt=x%2Cy&chxl=0%3A%7C0%7C2%7C4%7C6%7C8%7C10%7C12%7C1%3A%7CWave%20goodbye%7CStep%20with%20the%20sam...%7CStep%20with%20the%20opp...%7CFollow%20through%7CMake%20your%20arm%20the...&chxs=0%2C000000%2C12%2C0%2Clt%7C1%2C000000%2C12%2C1%2Clt&chds=0%2C12&chd=t%3A12%2C10%2C10%2C0%2C0 width="345" height="180"]] ||  || Make your arm the shape of an "L" ||   || 12 || 100% ||
 * Follow through ||  || 10 || 83% ||
 * Step with the opposite foot ||  || 10 || 83% ||
 * Step with the same foot ||  || 0 || 0% ||
 * Wave goodbye ||  || 0 || 0% ||

People may select more than one checkbox, so percentages may add up to more than 100%. ||
 * Which of the following is the proper throwing sequence? ||
 * [[image:http://chart.apis.google.com/chart?cht=p&chs=345x150&chco=dcca02&chl=Hold%20the%20ball%20in%20your%20throwing%20hand%20at%2090%20degree%20angle%2C%20step%20with%20your%20opposite%20foot%2C%20and%20follow%20through%20%5B11%5D%7CStep%20with%20your%20opposite%20foot%2C%20hold%20the%20ball%20in%20your%20hand%20at%2090%20degrees%2C%20and%20follow%20through%20%5B1%5D%7CFollow%20Through%2C%20step%20with%20your%20opposite%20foot%2C%20hold%20the%20ball%20in%20your%20hand%20at%20a%2090%20degree%20angel%20%5B0%5D%7CAll%20of%20the%20Above%20%5B0%5D%7COther%20%5B0%5D&chd=e%3A6pFVAAAAAA width="345" height="150"]] ||  || Hold the ball in your throwing hand at 90 degree angle, step with your opposite foot, and follow through ||   || 11 || 92% ||
 * Step with your opposite foot, hold the ball in your hand at 90 degrees, and follow through ||  || 1 || 8% ||
 * Follow Through, step with your opposite foot, hold the ball in your hand at a 90 degree angel ||  || 0 || 0% ||
 * All of the Above ||  || 0 || 0% ||
 * Other ||  || 0 || 0% ||

People may select more than one checkbox, so percentages may add up to more than 100%. || What does it mean to use your non-dominiant hand? To use your non-dominant hand means to use the hand you do not write with.l.bhljkYour weakest handIt means throw with your weakest hand that you don't use much.It means to use your uncomfortable hand in bowling and in tennis and in basketball.it means to use the hand that u are not use to useing To use your hand that you are not like to throw with What it means to use your non-dominiant hand is to use your weakest hand. The hand you don't write with.Use your oppossite hand you is not use to useing Use your weak or opposite hand.That means you use the hand you do not write.what it means ... Define Opposite Opposite means the other side of something. For example, your opposite hand is your other hand. jlkhkl;jhnot one but the otherOpposite means to use different hand and foot. For example use your right hand and left foot.Opposite means if you want to use your left foot you would used your right instead of your left foot you would use your right foot to get a good throwto hand that your not used to.skipOpposite is the difference of anything you use or do with.A example is when you use to use your right hand but then started using your left hand. Opposite- I think opposite means the oppos... Name some sports that use underhand and overhand throwing. Baseball and football/kl;j;lkjFootball baseball bowling cricket tennis Some are cricket, football, softball, baseball, bowling, and horse shoe.In bowling and in tennis ,volley ball and crikket.overhand:football,baseball. underhand:bowling,softballBowlingSome sports that use underhand and overhand throwing are football, baseball,basketball.1.)Football2.)Baseball3.)Criket4.)Cross Ballbaseball,football,basketball,cross ball,cricketbowling,baseball,softball,and crikket.footable, baseball, Write a paragraph to a friend that describes to them how to throw. I would tell my friend to take the ball and put it in the hand they write with. I would then tell my friend to hold thier arm at 90 degrees or like an "L". After that, I would say to my friend that they should step with their opposite foot. After that, I would tell my friend to follow through and bring their throwing hand across the body to thier opposite leg. lkjhl;klkjFirst you make sure your hand is in a 90 degree angleNext you step with your opposite footThen follow throughYou first put your hand in a 90 degree angle. Next you step with the opposite foot. Last you follow throu... Why is it important to know how to throw? It is important to know how to throw so you do not get hurt. Also, you want to know how to throw so you can play lots of different activities or sports and have fun and stay healthy. ;kjashdf;kljhklIf you want to do sports as an career you need to know how to throw.It is important to know how to throw because if you want to play a specific sport that uses a throwing techniqe you have to know how to throw.I think it is important because if you are playing like football because you have to throw upperhand and if you dont know how to throw they will make a fumble out of you.so you can aim and ...
 * Complete the following sentence. To aim at a target I should ||
 * [[image:http://chart.apis.google.com/chart?cht=p&chs=345x150&chco=00d000&chl=Point%20my%20hand%20twoards%20the%20target%20%5B4%5D%7CRelease%20the%20ball%20at%20the%20same%20level%20as%20the%20target%20%5B3%5D%7CPoint%20my%20foot%20in%20a%20straight%20line%20twoards%20the%20target%20%5B3%5D%7CAll%20of%20the%20above%20%5B2%5D&chd=e%3AVVP.P.Kq width="345" height="150"]] ||  || Point my hand twoards the target ||   || 4 || 33% ||
 * Release the ball at the same level as the target ||  || 3 || 25% ||
 * Point my foot in a straight line twoards the target ||  || 3 || 25% ||
 * All of the above ||  || 2 || 17% ||

Online Test Feedback
This is designed so you can give can tell me how you liked learning and testing online. People may select more than one checkbox, so percentages may add up to more than 100%. ||
 * Was the Powerpoint Helpful for Learning How to Throw? ||
 * [[image:http://chart.apis.google.com/chart?cht=bvs&chs=186x150&chbh=%2C6&chco=bf64cc%7Ca422b7%7Ccd85d7%7C9601ac%7Cb143c2&chly=10%7C8%7C6%7C4%7C2%7C0&chl=1%7C2%7C3%7C4%7C5&chds=0%2C10&chd=t%3A0%2C0%2C0%2C2%2C9 width="186" height="150"]] || Not Realy ||  || You Bet ||   ||   || 1 - || Not Realy || 0 || 0% ||
 * 2 ||  || 0 || 0% ||
 * 3 ||  || 0 || 0% ||
 * 4 ||  || 2 || 18% ||
 * 5 - || You Bet || 9 || 82% ||

People may select more than one checkbox, so percentages may add up to more than 100%. ||
 * Were the pictures or words more helpful for you to learn from? ||
 * [[image:http://chart.apis.google.com/chart?cht=bvs&chs=186x150&chbh=%2C6&chco=8585f0%7C6363ec%7C0000e0%7C4242e8%7C2121e4&chly=3%7C2%7C1%7C0&chl=1%7C2%7C3%7C4%7C5&chds=0%2C3&chd=t%3A2%2C2%2C3%2C2%2C2 width="186" height="150"]] || Pictures ||  || Words ||   ||   || 1 - || Pictures || 2 || 18% ||
 * 2 ||  || 2 || 18% ||
 * 3 ||  || 3 || 27% ||
 * 4 ||  || 2 || 18% ||
 * 5 - || Words || 2 || 18% ||

People may select more than one checkbox, so percentages may add up to more than 100%. ||
 * Would you like to learn and test online in the furture? ||
 * [[image:http://chart.apis.google.com/chart?cht=bvs&chs=186x150&chbh=%2C6&chco=ffc163%7Cff9900%7Cffa621%7Cffce85%7Cffb442&chly=8%7C6%7C4%7C2%7C0&chl=1%7C2%7C3%7C4%7C5&chds=0%2C8&chd=t%3A0%2C0%2C1%2C2%2C8 width="186" height="150"]] || Not Really ||  || You Bet ||   ||   || 1 - || Not Really || 0 || 0% ||
 * 2 ||  || 0 || 0% ||
 * 3 ||  || 1 || 9% ||
 * 4 ||  || 2 || 18% ||
 * 5 - || You Bet || 8 || 73% ||
 * Number of daily responses ||
 * [[image:http://chart.apis.google.com/chart?cht=lc&chs=300x150&chco=d00000&chl=11%2F10%2F2009%7C11%2F18%2F2009&chly=10%7C8%7C6%7C4%7C2%7C0&chd=e%3AAAGZGZAAAAAAAAAA.. width="300" height="150"]] || People may select more than one checkbox, so percentages may add up to more than 100%. ||


 * Reflection**

Again, I enjoyed this process. I had previous exposure to Google Forms, so I knew what to expect and how to use it. The creation of the form was a simple, creative, and fun process. I like the range of material you can gather through the forms, and I think it is a fascinating way to capture pertinent information in a timely manner.

The frustrating part of this process was when it came time to use the technology. As technology sometimes does, the lab I was using decided to throw a fit the day I went to use it with the students. This forced me to think on my feet because half of the computers in the lab lacked the internet access I needed to have the students take the test. However, I came up with a quick solution: I had the students’ pair up and I made the test a cooperative effort. This worked out nicely as the students were able to help each other navigate the form and come up with responses.

The other part of this that took me for a loop was the amount of time it took the students to use the technology. The responses you saw above are not reflective of the students’ top abilities. I completely underestimated how much time they would need to type out responses and click through everything.

In retrospect, this was a great experience for the students and I. They were very excited and engaged in this assessment process, and I received data I can hold onto for an indefinite amount of time to reuse and learn from over and over again. This is one of the beauties of Google Forms. You capture data that you can evaluate with ease. There are no folders of papers to keep and sift through. You look at one spread sheet, and you can even set up the spreadsheet to automatically grade the test. How cool! Using the lessons I learned from this experience, I am enthralled to continue to use the technology and grow with it.


 * Maryland Technology Teacher Standards**

//2.A//

to interact electronically.
 * Standard 2:** Use technology effectively and appropriately

experts in the field.
 * A.** Use telecommunications to collaborate with peers, parents, colleagues, administrators and/or