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This page explains how to create a Google form. You can make a quiz for your students and email it to them, collecting data from the form. You can require respondents to sign in to use the document, which helps with security. See the sidebar on the left for more instructions and tutorials.

This is a great little interactive program that lets you express learning objectives on the Bloom Taxonomy pyramid by selecting one of the objectives and then being presented with the correct verbage, which pops into a simple text editor. Copy into a word processor and print, or copy to your lesson plan. This is very practical, but the teacher needs to keep in mind that language practice doesn't always fall neatly into a Bloom characteristic.

R. Byrne: "Flubaroo is a script that you can use in Google Spreadsheets to have your multiple choice and short answer quizzes graded for you with just a couple of clicks on your part. The latest version of Flubaroo can even be used to email grades to your students. "

This article (pdf file) considers three styles of motivation: goal-, relationship, and learning-oriented. It then offers strategies for engaging students in their own education. Includes a nice table comparing teaching-centered vs learning-centered classrooms.

A complete Standards-based curriculum of tests, quizzes, and drills, if you are into that sort of thing. This site is totally cringe-worthy, and makes big promises without much but anecdotal evidence. You might find some tools and lessons and quizzes useful, but use with care. K-8

"Peer review has long been regarded as beneficial practice in the teaching of writing. In North American educational settings, learners are often asked to provide feedback on each other's papers. However, when international students come to study either in intensive English programs or in institutions of higher education, they may encounter difficulties during peer review activities because many of them never had experiences with this kind of practice. As a result, students tend to give each other broad, irrelevant, essentially unhelpful comments." This blog post offers help in training students for giving good feedback.

There are 3 ways to search this video archive -- videos by practitioners who are getting started, discipline-specific topics (including carerr and technical education), and videos for administratorseand leadership teams. Though this is a U.S.-based effort, the consideration of grading and approaches at this grading conference from 2013 should be of use to any teacher.

This is a round-up of ways to add interactive elements to your own videos. These can enhance videos for flipped lessons. One of these tools is YouTube itself, which has built-in annotation tools. Mad Video lets you insert interactive tags to websites, images, or other video directly into YouTube videos. WireWax lets you insert a different audio track into the original video, while Blubbr creates video-based quizzes. Have fun!

A very short blog entry and video tutorial. Links include one to how to set Google Forms to close at a certain time, so you could make a timed test.

"Here are three tools that provide students with the option to answer questions or ask questions while watching flipped classroom videos." These include Video Notes, Teachem, and Blubbr.tv. Links also to VideoNotes that allows students to take notes while watching a video.

"FormLimiter is a script that you can install in the Google Spreadsheet in which you are collecting responses from a Google Form. The script allows you to limit the number of responses to a form, limit the number of characters in a response, and set a time at which the form will automatically stop accepting responses. " This solves the problem of setting a cut-off time for quizzes. Includes a step-by-step illustrated tutorial.

A good explanation of students' (and teachers') common misconceptions about projects and project-based learning, with examples of ways to overcome them.

"Yesterday, I published a post about the Google Sheets Add-on called Online Rubric. This morning I had a couple emails from folks with questions about how to use it. The video embedded below provides an overview of how to create a rubric in a Google Sheet." t/h R. Byrne

This app lets you peek into students' minds as they are in the process of learning a subject. Distribute tests or problems and then see each students' answer real-time. Students can enter text, draw pictures, use math symbols, etc. You score on a slider and they receive instant results. The animation on the sign-up pages gives some examples of each type of student response. The only problem might be that learning really takes place over a long period of time -- you can "know" some things, but not really understand or learn a subject.

You will need to use a rubric app (freely available) to set up a rubric in your Google Drive at Spreadsheets.

Our pedagogical imperative is to let a course unfold according to the whim and determination of the group - to replace teacher-as-content with learning-community-as-content-maker. Doesn't this replace the content-as-authority with the random knowledges of various members of the group? How does "whim" become "content"? Wouldn't it be better to start with actual, factual knowledge? on Dec 09, 14 - Edit - Remove This is at the heart of what Freire calls "co-intentional education," in which "Teachers and students (leadership and people), co-intent on reality, are both Subjects, not only in the task of unveiling that reality, and thereby coming to know it critically, but in the task of re-creating that knowledge." The collective knowledge of a group of students will almost always exceed the expertise of one instructor. The last sentence is misleading -- not what Freire says. If the teacher is not included as part of the task, the knowledge of the group of students probably doesn't exceed the instructor's expertise.

A good source for rubric-makers--over 500 printable, premade--you can add to them.

Good summary of how to ask for student questions on their own papers. An old technique that goes back to Peter Elbow.

Interesting article on the value of using screen capture video for feedback on students' written work. Should be added to the arsenal of evaluation.

From R. Byrne: "Creating and delivering quizzes and tests online offers a number of advantages over paper-based quizzes and tests. Many online quiz services allow you to create quizzes that give your students instant feedback. Some of the services provide the option to include picture and video prompts in your quizzes. And all of these services save you the hassle of printing your quizzes. "