The time available to teachers is severely restricted. Instructors must incorporate technology into their lessons. Google Forms and Quizizz are free services available to anybody with a Google account Internet connection, and they provide several benefits to both instructors and students. Google Forms and Quizizz have the following advantages: a free tool for instructors and students; results may be readily shared with other teachers, students, and parents using Google Accounts; differentiation can also be achieved using Google Forms and Quizizz.
Google Forms and Quizizz may also be used to create different types of exams that can be incorporated into Google Classroom. Google Forms and Quizizz, because of their quick data display, might be effective as tools for different types of assessments. Teachers can share students' replies through Google Classroom or directly to a Google Account thanks to the sharing capabilities of Google Forms and Quizizz.
Further study might involve analyzing teacher attitudes of producing Google Forms and Quizizz at the primary or secondary school levels, as well as reviewing teacher perceptions of utilizing Google Forms and Quizizz at various grade or subject levels. Instructors have just recently begun to explore the potential that Google Forms and Quizizz might provide to the area of education.
63
REFERENCE
[1] Ab Hamid, A., Rosli, L. N., & Yunus, M. M. (2019). Wall attack in padlet in enhancing vocabulary acquisition. International Journal of Academic Research in Business and Social Sciences, 9(1), 563–572
[2] Adanır, G., İsmailova, R., Omuraliev, A. and Muhametjanova, G., (2020).
Learners’ perceptions of online exams: a comparative study in Turkey and Kyrgyzstan. International Review of Research in Open and Distributed Learning [online] Available at: < http://www.irrodl.org/index.php/irrodl/article/
view/4679/5331> [Accessed 10 April 2021]
[3] Angela Kayode-Sanni (2022) Google Forms: Advantages & Disadvantages In 2022 <https://www.formpl.us/blog/google-forms-advantages-disadvantages-in- 2022>
[4] Alexander M., Good writing leads to good testing. 2008, Retrieved from Http://www.stickyminds.com/sitewide.asp?ObjectId=3391&Function=edetail&
ObjectType=ART on March 26 2012.
[5] Aparicio, M., Bacao, F., and Oliveira, T., (2016). Cultural impacts on e-learning systems’ success. The Internet and Higher Education, 31, pp. 58-70.
[6] Armstrong, S., Chan, S., Malfroy, J., & Thomson, R. (2015). Assessment Guide Implementing criteria and standards-based assessment. Sydney, Australia:
Teaching Development Unit, University of Western Sydney. Retrieved from https://www.uws.edu.au/__data/assets/pdf_file/0004/449860/PVC5557_Assess ment_G uide_LR3.pdf
[7] Arkorful, V., and Abaidoo, N., (2015). The role of e-learning, advantages and disadvantages of its adoption in higher education. International Journal of Instructional Technology and Distance Learning, 12(1), pp. 29-42.
[8] Aşıksoy, G., & Sorakin, Y. (2018). The effects of clicker-aided flipped classroom model on learning achievement, Physics anxiety and students’
perceptions. International Online Journal of Education and Teaching (IOJET),
5(2), 334–346. Retrieved from
http://iojet.org/index.php/IOJET/article/view/389/238
64
[9] Awaludin, F., Abd Karim, R., & Mohd Saad, N. (2017). Padlet: A digital collaborative tool for academic writing. Journal of Education and Social Sciences, 8(1), 179-184.
[10] Azmi, N. (2017). The benefits of using ICT in the EFL classroom: From perceived utility to potential challenges. Journal of Educational and Social
Research, 7(1), 111-118. Available at:
https://doi.org/10.5901/jesr.2017.v7n1p111.
[11] Baleni, Z. 2015. Online formative assessment in higher education: its pros and cons. The Electronic Journal of e-Learning, 13(4), pp. 228- 236.https://academic-publishing.org/index.php/ejel/article/view/1730 [Accessed 11 September, 2021]
[12] Booth, G., 2010. The effects of homework assessment on student motivation and achievement. [pdf] Available at: <https://pdfs.semanticscholar.org/2876/
38f3e2c772636337488c62f337fd0fb6fb60.pdf>
[13] Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy. New-York: Longman
[14] K. Bell (2017) How to Differentiate Questions with Google Forms
[15] Beaton, A. E., & Zwick, R. (1992). Overview of the National Assessment of Educational Progress. Journal of Educational Statistics, 17(2), 95–109.
https://doi.org/10.2307/1165164
[16] Bury, B. (2017). Testing Goes Mobile – Web 2.0 Formative Assessment Tools.
International Conference ICT for Language Learning. Retrieved February 12, 2019, from https://conference.pixel-online.net/ICT4LL/files/ict4ll/ed0010/FP /4060-ETL2655-FPICT4LL10.pdf.
[17] Cadieux Bolden, D., Hurt, J., & Richardson, M. K. (2017). Implementing Digital Tools to Support Student Questioning Abilities: A Collaborative Action Research Report. I.E.: Inquiry in Education, 9(1), 2.
[18] Carbondale, IL: Southern Illinois University Press. Hywel, J. (2003). The Language Skills. (4th Ed Block A). Rawalpindi: Sigma Press
[19] Chaiyo, Y., & Nokham, R. (2017). The Effect of Kahoot, Quizizz and Google Forms on the Student’s Perception in the Classrooms Response System.
65
International Conference on Digital Arts, Media and Technology (ICDAMT), 178–182. https://doi.org/10.1109/ICDAMT.2017.7904957
[20] Chappuis, J. (2009). Seven strategies of assessment for learning. Pearson Education.
[21] Chappuis, J., Stiggins, R., Chappuis, S., & Arter, J.A. (2013). Classroom assessment for student learning. Pearson Education
[22] Chonthita Phuwarat and Nirachorn Boonchukusol (2020) The role of grammar teaching in ESL writing (p. 1-5) https://www.chonburi.spu.ac.th/journal/
booksearch/upload/1926-01-Chonthita.pdf
[23] Clariana, R. B. (1997). Considering learning style in computer-assisted learning.
British Journal of Educational Technology, 28(1), 66-68.
https://doi.org/10.1111/1467-8535.00008
[24] David Nunan (1993) From Learning-Centeredness to Learner-Centeredness.
Journal
[25] Deni, A. R. M., & Zainal, Z. I. (2018). Padlet as an educational tool:
Pedagogical considerations and lessons learnt. Paper presented at the Proceedings of the 10th International Conference on Education Technology and Computers.
[26] Durga, V. S. S., & Rao, C. S. (2018). Developing Students’ Writing Skills in English: A Process Approach. Journal for Research Scholars and Professionals of English Language Teaching, 6, 1-5.
[27] Ebyary, K., & Windeatt, S. (2010). The impact of computer-based feedback on students’ written work. International Journal of English Studies, 10(2), 121-142.
[28] Fuchs, B. (2014). The writing is on the wall: Using Padlet for whole-class engagement. LOEX Quarterly, 40(4), 7-9
[29] Sarmiento, C., (2017). Student perceptions of online homework in mathematics of accounting and finance. Advanced Science Letters, 23, pp. 1122-1125
[30] Sarmiento, C., Lapinid, M., and Prudente, M., 2018. The effect of online
homework in the performance of mathematics of
accounting and finance students. Advanced Science Letters, 24(11). 7956–7960.
DOI:10.1166/asl.2018.12465
66
[31] S. Dewi (2020) Using modified guided writing and role-play to motivate students to practice speaking. J. Dolin & R. Evans (2018) Teacher Perspectives About Using Formative Assessment.
[32] Suleiman M. F., The process and product of writing: Implications for elementary school teachers. ERIC Digest, ERIC Identifier ED 442299, 2000.
[33] J. Emig (1977). A Unique Mode of Learning, Published 1 May 1977.
Education. College Composition and Communication.
[34] Gavin T. L. Brown (2019) Value, practice and proficiency: Teachers' complex relationship with assessment for learning
[35] J Gaytan, BC McEwen. The American journal of distance education 21 (3), 117-132, 2007. 657, 2007
[36] Gilbert, B., (2015). Online learning revealing the benefits and challenges.
Education Masters. Paper 303, St. John Fisher College, New York.
[37] Hamilton-Hankins, O. J. (2017). The impact of technology integration on the engagement levels of ten second grade students in an English language arts classroom. Dissertation Abstracts International Section A: Humanities and Social Sciences, 369. Retrieved from https://search.proquest.com/docview/
2050129163?accountid=14515%0Ahttp://ucelinks.cdlib.org:8888/sfx_local?url _ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&genre=
dissertations+%26+these
s&sid=ProQ:PsycINFO&atitle=&title=The+impact+of +techno
[38] Harmer, J. (2007). The practice of English language teaching. Edinburg Gate, UK: Pearson Longman.
[39] Hillson, K. R., Shamsulbahri, N. F., Bangkam, S. I., & Yunus, M. M. (2019).
Storybird: Engaging learners in building simple sentences. International Journal of Scientific and Research Publications, 9(10), 526-529. Available at:
10.29322/ijsrp.9.01.2019.p8563.
[40] Hughes, E. L., & Parkes, K. R. (2007). Work hours and well-being: The roles of work-time control and work-family interference
67
[41] Yusuf, A. M., (2019). Comparative evaluation of Tridax procumbens, Khaya senegalensis and Senna siamea as supplements to concentrate diet on growth performance of rabbits. Int. J. Plant Anim. Env. Sci., 9 (1); 33-36
[42] Zhao, F. (2019). Using quizizz to integrate fun multiplayer activity in the accounting classroom. International Journal of Higher Education, 8(1), 37–43.
https://doi.org/10.5430/ijhe.v8n1p37
[43] N. Zeliff, K. Schultz. (1998) Authentic Assessment in Action: Preparing for the Business Workplace. Delta Pi Epsilon.
[44] Zhang, Z. V., & Hyland, K. (2018). Student engagement with teacher and automated feedback on L2 writing. Assessing Writing, 36, 90-102
68
APPENDICES
APPENDIX 1: The instruction of GG Form for online assessment of students’ writing skills
APPENDIX 2: The instruction of Quizizz for online assessment of students’ writing skills
APPENDIX 3.1.: Students’ Pre-questionnaire (English) APPENDIX 3.1.1: Students’ Pre-questionnaire (Vietnamese) APPENDIX 3.2.: Students’ Post-questionnaire (English) APPENDIX 3.2.1: Students’ Post-questionnaire (Vietnamese) APPENDIX 4: Students’ Pre-Interview
APPENDIX 5: Teachers’ Pre-Interview APPENDIX 6: Teachers’ Post-Interview APPENDIX 7: Teachers’ Post-Questionnaire APPENDIX 8: Results of The research
69 APPENDIX 1
The instruction of GG Form for online assessment of students’ writing skills 1. Quiz set up
1.1 Accessing the template
Creating a Google Form is quick and easy thanks to the user-friendly design of the Google Formssite.
1.1.1 To begin creating a quiz, sign in to your Google account. The Google waffle, an array of nine little gray dots, is located in the upper right-hand corner of the screen.
When you click on the waffle, all of the Google Suite applications' icons will show.
1.1.2 Find the “Forms” purple icon and click to open the application
70
1.1.3 As the site loads, you'll have choices to create a new quiz or select one of the prepared themes. Any previously created Forms are listed under these choices. Every component of the Form is modifiable when creating a blank quiz. Using a template allows the author to easily input material into a pre-made template, eliminating the need for formatting.
1.2 Customization
1. There are a few icons on the upper right side of the screen. To change the appearance of the Form, click the "Customize Theme" icon..
2. The following toolbar should appear to the right of the workspace. There are options in the toolbar to add an image, modify the main and highlight colors, and change the font style.
71
Font size and layout are not editable. Google Forms adapts the font for titles, headers, and subheadings automatically.
Creating question Writing Questions
Google Forms provides extensive form customization. As a result, composing questions is as easy as following the question templates.
1. The image below depicts the selection box that lists the many sorts of question templates that Google Forms provides. Choose the type of question and enter the question and answer options.
72 Inserting Questions as Screenshots
While Google Forms lacks a question bank like Edulastic or Kahoot, it is simple to input screenshots of other questions. The researcher used questions from the Case 21 Item Bank on MasteryConnect for building the Google Forms for this assignment. The researcher scoured the item bank for questions that assessed the knowledge taught, then screenshotted the question. The Google Forms were created on a MacBook Air by the researcher.
Screenshot features may not be available on other devices.
1. To take a screenshot on a MacBook Air, hold down the "Command," "Shift,"
and "4" keys at the same time. The cursor will move. Highlight the required area with
73
the trackpad. When you release the trackpad, the picture on the highlighted region of the screen is captured and saved as a PNG file on your computer's desktop.
2. Now that the screenshot has been saved to the desktop, it may be inserted into the Google Form. Click the "Add Picture" icon on the right-hand toolbar to add a photo to a question.
3. A window will appear with the option to enter a picture by uploading, dragging and dropping a file, or one of several additional options. Choose the "Browse" option and locate the file to upload, or locate the picture on your desktop and drag the screenshot icon from the desktop into the "Insert Image" box. The image of choice should be entered into the Form.
74 Adding Multiple Questions
Go to the toolbox on the right-hand side of the page to add more than one question to an exam.
1. The image below depicts the "Add a Question" toolbox icon. Just click this button to add a new question. All of the aspects of this question can now be edited..
Adjusting the Settings
Now that numerous questions have been added to the form, it is feasible to tweak the form's features to turn it into a quiz.
1. Locate the Settings Icon in the upper right corner of the form. When you click that button, a selection of options should appear.
2. In the Settings box, There is a menu item named "Quizzes." Choose that tab.
Make sure the sliding bar to the right of "Make this a quiz" is selected. Instead, the Google Form will not save students' email addresses and will generate anonymous answers. Select whether to disable or enable "Locked Mode" on Chromebooks.
Allowing students to leave this setting on keeps them focused on the quiz and stops them from opening new tabs.
75
3. Additional noteworthy features are the "Release Grade" and "Respondent Can See" sections. These options are customizable based on personal preferences.
4. To prevent cheating, Scroll down to the "Respondents Can" section after clicking the "General" button. Make sure "Edit After Submit" is not ticked for the sake of a quiz. After getting the score and seeing the proper answers to the questions, one of the students in this research figured out how to get back into the exam and modify their responses. As a result, before distributing results, wait until all students have submitted their departure tickets.
76
5. The image above depicts a setup that allows you to gather email addresses.
Emails will be gathered for grading if you slide the slide bar to make the form a quiz.
Tick this box as well to ensure that the results may be linked to the pupils.
Making Assessments Available Preview the Form
After inserting all of the questions and adjusting the layout and settings, preview the quiz before sending it to the students. This function is useful for detecting minor mistakes in the form's design and making changes to improve readability. Choose the
"Preview" icon on the upper right-hand side of the screen, between the "Customize Theme" and "Settings" buttons, to access the preview.
77 Email Precautions
Check that the form uses the same email domain as the students' emails after previewing it. If the kids' email addresses are similar to studentone@school.org, the Form must be made from the teacher's @school.org Google account. Otherwise, the pupils will be unable to access the form.
Assigning the Form in Google Classroom
After a Google Form has been generated, assigning it in Google Classroom is a straightforward job.
1. Go back to the Gmail homepage and click on the Google waffle.
2. Find the Google Classroom logo.
3. A bar will display across the top of the page after you enter Google Classroom.
Choose the "Classwork" tab. There will be a plus sign and the phrase "Create" on the screen. Press the "Create" button.
4. A drop-down menu appears. Choose the "Quiz Assignment" button from the menu, and it will produce a pop-up window with a blank Google Form linked to it.
78
5. Delete the blank Google Form by clicking the “X” on the Blank Quiz.
79
6. Then press the "Add" button. A drop-down menu appears. It is possible to upload a file from Google Drive, a link, a standard file, or a YouTube movie here. To insert the quiz, go to Google Drive and locate the quiz that has to be assigned.
7. To insert the quiz, choose it and press the "Add" button. Then, give the assignment a title, set a due date, and decide how many points it is worth.
80
8. After you're finished inputting the assignment specifics, click the "Assign" button at the upper right-hand side of the screen, and the assignment will be available to students when they check in to Google Classroom.
Sharing a Google Form Link
An alternative to sharing the file via Google Classroom is sharing a link to the quiz.
1. Locate the "Send" button in the upper right-hand corner of the screen. When you click "Send," this box will appear.
2. Choose whether to send the form through email, share a link, or insert an HTML link.
3.
Receiving Scores/Data
The instructor can check the evaluation results as soon as the students submit the Form while they are taking the Form.
81
1. To see the results, open the Form and look for the "Responses" tab next to the
"Questions" page.
2. Click "Responses" to see a page with three more tabs: "Summary," "Question,"
and "Individual." Both class and individual results are shown here..
3. Google Forms arranges the data into a graph that shows how many students received certain scores. Google also keeps track of the class average and a list of the most frequently missed questions. This information is available under the "Insights"
tab.
4. Scroll down the "Summary" tab to see a running list of student scores, email addresses, and submission times.
5. A breakdown of the student's replies is provided under the "Frequently missed questions" section. This component was quite useful since teachers can immediately determine which questions were difficult for the class.
82
6. On the “Question” tab, each has been broken down. Specific question data is supplied here.
The final option on this page is the "Individual" tab, which displays each student's individual quiz answers. This page is useful for forming groups based on similar missed questions or frequent errors.
Providing Feedback
Another useful resource is the "Individual" tab on the Answer page. There is a question-by-question analysis for each student's quiz. Instructors can offer detailed comments to students immediately after they submit the quiz.
83
1. There is a "Add personalized feedback" button beneath the student's selected response choice. When you click the button, a text box appears.
2. Instructors can quickly type a letter to the student. Choose "Save." The student will be notified through email that they have received comments on a quiz question.
When they open the email, they will see the teacher's message on the exact question.
84 APPENDIX 2
The instruction of Quizizz for online assessment of students’ writing skills 1. Selecting from previous accounts
2. Setting up Quiz
1. Assess to the link www.quizizz.com and click get started!
2. Click log in if you already have an account. Users will go ahead and enter that information or they can click sign up to create an account.
85
3. Once you have created an account and logged in, then you will click create your own quiz.
86
4. You will need to give your quiz a name and select at least one subject tag. The subject tags are tags that people can search for and find your quiz easier.
If you hold down the arrow you will see a list of choices or you can enter your own subject tag.
87
5. Once you have entered a title and at least one subject tag you can click add questions. Users can choose the types which is suitable for their needs.
88 You will add your questions and answers choice.
You can choose to upload an image to go with your question.
89
You can set the time limit for the question from anywhere between 5 seconds and 5 minutes. This longer links 3 minutes and 5 minutes can be really great for story problems or problem where you want two teams of students to collaborate with another before they are asked to select the answer.
90
6. Quiz makers must remember to select the correct answer so that quizzes knows what the correct answer is when it goes to grade the quiz.
91 Or
7. When being ready, you can click save. (remember to select the time limit for the question and select the right answer when you are finished adding your quiz questions)
92
8. Quizizz will give you an overview about your quiz (name; the number of the question in the quiz; time)
You can click finish a few more details (a description; grades, privacy settings) and you are done. You need to add a description so other people know it can be much helpful for other people when they are looking at your quiz whether or not they want to use it. You select the grade which is the level of the quiz. Furthermore, you can mark your privacy settings (setting it public if you want anybody can access it or setting it private means only user can access it)
9. You can go back and add or edit your questions.