It can be easy to look at an application and provide one answer, the problem with this is that it does not cover all contexts. Here is a collection of ideas associated with GSuite and ongoing reporting and assessment.
I recently attended a professional learning day investigating ongoing reporting. As opposed to mandated biannual reporting, the interest was the different ways in which students engage with their learning. During the initial discussions, the following ideas were identified when developing any sort of solution:
During a conversation during a break, I was asked about some ways which GSuite can be used to support ideas. Teachers may know about the different applications, however it is not always clear how these may support ongoing learning. Here then are some thoughts:
One of the benefits to Google Docs is the ability to work collaboratively within a digital environment. This can incorporate a range of formats, whether it be texts, tables, hyperlinks, images, charts, drawings and gifs. In terms of ongoing learning, Docs allows for feedback at any point, whether in the form of a suggestion or as a comment. Add-ons, such as CheckMark or JoeZoo further extend these possibilities by providing additional functionality, while there are also various options for inserting voice comments.
Similar to Docs, Google Slides offers a number of ways to collect, collaborate and communicate. Where it differs is the ability to engage with desktop publishing. At a simple level, you can add video, texts and images, as well as use the Explore Tool to automagically organise this content. Alternatively, it is possible to build upon a preexisting template, such as Jennifer Scott’s Slides Yearbook. Matt Miller and Alice Keeler have also created an add-on that allows users to produce a presentation from a collection of images in Slides.
For some all solutions begin with Google Sheets. With the ability to protect access, hide cells and sheets, as well as link to a particular cell, Sheets provides a number of ways to organise data and information. One idea is to use Sheets as a central space for writing comments, linking to work and recording reflections. This could include sharing results with students from a mastersheet via IMPORTRANGE or providing an open space for students to support each other as Bianca Hewes’ has done with her work on medals and missions. Another approach to using Sheets is using scripts to automate some of the process. For example, Alice Keeler has created a template for making and communicating rubrics to students.
Building on the potential of Sheets, Google Forms provides a number of ways to collect and co-ordinate ongoing learning. One way is through the use of pre and post tests to drive differentiated instruction. Although in the past you had to use Flubaroo to automate this, with the addition of quizzes you are now able to do a lot more without the support of add-ons. Another use of Forms is as a way to efficiently record data. For example, you maybe conducting a reading conference, a Form can automate this process and send a summary to the student. Going a step further, it is also possible to create a unique link with pre-filled in content, such as name and class. This could even include attaching evidence using the ‘Upload a File’ function. This might be a short video or some work that has been annotated. This workflow is particularly useful when saving work on a mobile device.
One of the challenges with ongoing reporting can be coordinating everything. Google Classroom allows you to create and communicate various resources and templates. This can include sending out individual files or sharing a collaborative document. In addition to giving feedback, Classroom provides a space for teachers to coordinate an ongoing conversation using private comments. Those using the mobile application are also able to annotate submitted artefacts. Classroom provides a way of communicating with parents. This involves sending regular summaries of missing work, upcoming dates and class acivities, such as questions, announcements and assignments. Although this could be done using Gmail, which would in fact allow dialogue, the benefit of Classroom is that it automates the process and allows parents to moderate how the communication works.
Although Google has added the ability to insert video from Drive into a presentation, it is possible to take this a step further and embed content from Drive in other spaces. This might include audio files, PDF documents or images. The benefit of embedding with Drive is that you are able to manage who has access to various content, whether it be only people within an instance or even just particular users. This can be useful when developing something like a closed portfolio. Another use of Drive is to capture and organise learning. As discussed, Forms now provides the ability to upload files. These items are then placed in one folder associated with the responses.
An alternative to using Drive and Classroom to collect content with Keep. There are a number of ways to organise and annotate evidence within Keep. For example, it can be useful when working with photos on moboile devices, as it allows you to avoid adding images to the camera roll. Notes can also be organised using labels and collaborated upon. This content can then be curated in Docs and Slides via the ‘Keep Notepad’.
A common application used to share and publish ongoing learning is Google Sites. The new Sites allows users to quickly and easily collect and collate work. One of the challenges though when sharing using Sites is that the setting associated with the various files allow access. If creating a public showcase it can be useful to add all the files into a folder with the desired sharing settings, which then overwrites the original settings. Another option is to use Alice Keeler’s AnyoneCanView Add-on, which changes the default settings associated with the document. For those wanting to embed more than just documents and images, Martin Hawksey has demonstrated how to embed any iFrame application using via Google Apps Scripts.
Many of these aspects cross-over to posts that I have written before involving portfolios and documentation, however where this differs is the attempt to capture many of the parts and how they might interconnect. As always, I am interested in your views. Is there something I have missed or maybe something you disagree with? Comments welcome for this is all ongoing learning, right?
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