In past posts, I’ve written about various ways that I use Google Docs (now Google Drive) in my courses, including collaborative writing and crowdsourcing annotations for the texts we are reading. Recently, I’ve experimented with a third use for another tool in the Google Docs collection: using Google Forms to crowdsource assessments of the students’ blog posts.
I’ve regularly discussed my struggles with assessment. This semester, this struggle has intensified as I have found it increasingly difficult to manage assessing and providing feedback on students’ work. This has some to do with the fact that I am teaching five classes, three of which are composition classes. But it also has a lot to do with the fact that all of my classes are now using the challenge-based learning model, so the work that students are doing is both more challenging and complex. This is especially true now that we are near the end of the term because this is where the most creative and cognitively dissonant work is done. I have found it difficult to adequately divide my attention between their regular writing assignments and the work they are doing behind-the-scenes. In trying to figure out how to take some of the onus off of myself without sacrificing timely feedback, I immediately thought of Cathy Davidson’s method of crowdsourcing grading. But as I’ve mentioned in my previous posts on assessment, I’ve met with some resistance from students who don’t want the burden or responsibility of providing negative assessments of their peers:
As a result, they tend to assess their peers over-generously and resist critiquing one another (one class even admitted to giving each other positive assessments across the board because they didn’t want to “hurt someone’s grade”).
One method that I have found to be relatively successful for overcoming these feelings is by making all assessments anonymous, especially in low-stakes, informal situations such as peer review. In considering how I could formalize anonymous peer assessment, I immediately thought of Google Forms. This Google app allows you to create a form that includes various types of questions, such as multiple choice, checklists, and open-ended. Once the form is completed by a respondent, the answers are automatically transferred to a spreadsheet. The creator of the form can then manipulate and share the results however they wish, including an option to view the results as a graphic summary. The sharing options are useful for sharing the assessment results with students and the summary option is a quick way to get an idea of overarching issues within the students’ work (as well as what the students’ strengths are).
Since it’s so late in the term, I decided to pilot peer assessment rather than integrate it as a formal course assignment (students are required to complete at least 2 assessments, but I am not assigning which peers they must assess). I created a form that is based on the list of criteria for a good blog post that the class worked together to create at the beginning of the term. In addition to these items, I added two open-ended questions that require students to offer some anecdotal feedback on their peers’ posts. Here is the form I created and an excerpt from the results summary:
Once I received the results, it was easy to share them with the students. I simply filtered the column for the title of post alphabetically so that all entries for a particular post were together. I then hid the column for the assessor’s name. Next, I selected the cells that applied to a specific post and downloaded the selection as a PDF that I emailed to the student (I wanted to include the column titles in the selection, so I simply moved down the spreadsheet, hiding the rows for each student’s post after downloading them and before selecting the next set of cells for the next post).
What I have found so far is that using Google Forms is an effective method for crowdsourcing assessment of students’ writing. Firstly, it’s quick and convenient for students to complete the assessment. Secondly, it allows for anonymity, eliminating students’ fears about offering negative feedback that may hurt their peers’ feelings or impact their interpersonal relationships with them in and out of class. Lastly, it provides authors with multiple pieces of feedback on their writing that is simply organized. The fact that some of these pieces of feedback may focus on different aspects of their work and/or may compete with one another is actually a positive, as it helps authors see how different readers focus on different aspects of a piece of writing and have different expectations and needs. I think this kind of assessment is also especially effective because as I tell students, when they write a blog post, I am not their primary audience; rather, their peers and anyone else who might be interested in their topic are their target audiences. By receiving feedback from their peers/audience, this reality is made tangible to them.