"Do the Math" with Google Forms

One of the best reasons for adding technology to the classroom is that it can have an immediate impact on the quality of formative assessment. With technology, teachers can collect student responses and aggregate data in real time. Formative assessment only really works when teachers can turn this data into feedback for students, and tools like Google Forms make this entirely possible.

I typically love Google Forms for its ease of use. It mimics other Google products in the idea that you can start really simply and gradually build in more complex functions. Math teachers might not agree. There is not a built-in equation editor like with Google Docs, so entering algebraic expressions becomes a bit cumbersome.

Of course, there's an Add-on that can step in and help. The gMath Add-On is available for Google Docs, Forms and Sheets (use the "Add-On" menu within each app to search for and add gMath).

From there, there are multiple ways to create a quiz with even the fanciest of math expressions (or graphs if you are feeling particularly adventurous). Regardless of your method, you will need to get used to the format of typing in math expressions (you can use some basic text entry like 3x^2 + 1/2 x - x^2 and it will help you with the format - or you can choose pre-made pieces of the expression and then edit the variables using LaTeX). There is always an image preview so you really just have to keep adjusting the expression until it looks correct. Here's a LaTeX / Docs tutorial if you need more of an introduction.

I test-drove a bunch of different ways to integrate gMath and Google Forms; here are the options I liked in order of increasing complexity...

Method #1: 
Write your expressions in Google Docs (it's kind of nice to see all the problems before you build the actual quiz) and then add the images to Forms.

Here's a tutorial for that (it's the old version of Forms but it's all the same function as the current version). I put this method first because the video shows a bit about how to edit the LaTeX expressions - helpful if you've never done so.

For this type of quiz (as well as Method #2) you are creating a quiz that is formatted with technically two fields for each question: Image 1 (the "question" - your expression, graph, etc.) , Answer 1. Image 2, Answer 2. Lather, rinse, repeat.

Method #2: 
Use the gMath add on directly in Forms to "Create a Math Expression." With this method, there is no need to work back and forth with Google Docs.

When you are ready for a question that requires an expression or graph, choose gMath from the Add-Ons menu in Forms. I was able to experiment with all the options except for "Multiple Choice." I'm not sure if it's a bug or just something wrong with my technique, but the directions in that choice were blurred out and I was left to just guess how it worked... unsuccessfully.

Instead, keep it simple and just write a new expression. When you do so, it inserts the expression as an image field, and adds an answer field directly after the question. You can always change the type of answer to something other than the default short answer text.

Method #3:
Use Google Sheets to create a question bank of images. You can create the images with the gMath Add-On for Sheets, or even find existing images from the Web. Have access to online databases of questions? You may be able to add them to your question bank.

 You can add a different expression or graph to each of the cells in Google Sheets. If you want them in a certain order, work only in one row or column. Each of these cells is going to become a different question - so think about how you want the text or directions to appear as well as the expression itself (you do this all with the gMath Add On the same way you create the images in methods 1 and 2 above).

The next part is the cool one - select ONLY the questions you want to build into your quiz, and use the gMath "Quick Quiz Creator" to make a new form. Once again, the new form is built in the same format with an image field followed by an answer field. You can edit the form after it's built to enhance how it looks.

The BEST part of this is that you could create a continuous bank of quiz questions throughout the course of the year. Then, select only the questions you want before building the quiz. It would be great as you go along as well as during review time.

Method #4:
Use Google Sheets to build your entire quiz - questions, answers, everything. This is an advanced technique, but in the end so much better than trying to build complex questions individually in Forms. When the questions and answers are on a Spreadsheet, you can easily look through them, re-order, edit, etc.

You'll need the formCreator Add-On for Google Sheets. Once it's installed, run the Add-On so it can format your sheet. It will put in all the column headings that you see below.

Use those column headings to add two types of questions. The "Image" type should be your gMath expression. Run the gMath Add-On while you are in the cell for ImageURL and add your expression. Follow that up with another question type such as Multiple Choice, Text, Check Box, etc. This is where you should set up your answer field if you want your form pre-populated. Do this for as many questions as needed. Using the Multiple Choice option will allow you to run your Google Form as a Quiz and enable Auto Grading.

When you are ready, use the formCreator Add-On to create the actual Form. In the end, it might be worth the trouble of figuring this way out because the format of the Spreadsheet makes entering questions / answers really quick - not just for math quizzes but for all subjects.

***One note: I had to edit the ImageURL text to be sure that the URL is https:// and NOT http:// like it defaults - I'm not sure why it wouldn't create my Form otherwise. If you've stuck by this method this far, you'll know how to do that! (Save time and run a "Find and Replace" from the Edit menu. Have it search within formulas to find every instance of http and convert it to https.)

I'd love to hear if you try it out! Unfortunately there are aspects of each method that are just not intuitive - you have to play with it and go through the experience to see what works best for you. At any point if (and when) you get stuck - just post a comment and I would be happy to help you out!

Embracing a "pay it forward" mentality

Years ago, I followed what I still consider to be the best professional advice that I've ever received; my teaching internship mentor advised me to join the OMNI Mentor Network's science email listserv. My primary NYS Regents course being Earth Science, I quickly learned that the ESPRIT network of educators was a wealth of knowlege. (I wonder how many cumulative years of teaching the hundreds of participating educators have??)

Over time, I've built my Earth science curriculum by begging and borrowing from fellow ESPRIT participants. I've come to recognize the names and work of the list's "experts" without ever having met them face-to-face (every once in a while I've made a random connection at a science conference, which is a neat experience). These educators from across New York (and now farther!) selflessly offer advice, share lesson plans, and collaborate on some pretty complex learning opportunities, all as an online community. Sometimes I've been enough of an expert myself to give back and contribute to the conversation. But mostly, I listen and learn and absorb the hundreds of years worth of knowledge being shared. 

These listserv communities, and the ever-increasing professional development teachers can find within the Twitterverse, are an excellent example of having a "pay it forward" mentality. Educators post and share resources with no expectation of personal repayment. We do it because it's what's best for our profession and, in turn, for our students. It's professional development at its best; it does not take long to realize that by putting yourself out there, you are really getting "repaid" tenfold.

Why then, are so many educators excited to share with a virtual personal learning network, with folks who don't even know each other personally, but are reluctant to do so within their own schools? Maybe we walk into professional development with the expectation that it's going to be poorly managed or of little value (guilty!). Maybe we are too comfortable with each other and don't think there is anything else we can share. Maybe we are overwhelmed just keeping up with our own schedule and don't feel that there is time during the day to network. Maybe we don't recognize that a teacher's expertise in a different subject and grade level really can be worthwhile for our classroom, too.

I ran across a Huffington Post article recently about paying it forward in the business world. Author Tammy Leigh Kahn presented four common roadblocks that are entirely applicable in education as well:

"I believe we can all embrace the “pay it forward” mentality, no matter what phase of business or life we are in, provided we can get past a few roadblocks that stand in our way. 

1. My neighbor’s success somehow makes me a failure.  

2. I don’t have anything to pay forward. 

3. The world doesn’t care about me. 

4. I feel guilty for my success." 

When it comes to professional development, we don't always need to pay an expert, take a course, or look online. We simply need to accept that another teacher's expertise does not undermine our own. Think of how much can happen if you consciously listen and learn and absorb the hundreds of years of experience right in your own building.

Lastly, have the expectation that your time and knowledge are valuable to others as well. Put yourself out there before someone even has to ask for help. Embrace the pay it forward mentality and prepare to reap the rewards. We relish the times when our students finally recognize our generosity; why not set ourselves up to feel the same with our colleagues? The feeling of communal success is better than the individual any day, and it's contagious.