The Power of the Cloud: Google Forms for Transition Assessment

Abstract

The inclusion of age-appropriate transition assessments is a key component of transition services for students with disabilities. Although these assessments may focus on a variety of areas, their general purpose is to provide guidance in developing individualized postschool goals and design transition services to help students achieve these goals. Practitioners are tasked with conducting assessments that provide meaningful information from a variety of sources. This can be an unwieldy task, which can be streamlined and customized using Google Forms. This free cloud-based service can be used to aid practitioners when collecting and analyzing data from transition assessments. This article includes a general discussion of transition assessment and describes how the process may be simplified using Google Forms.

Google Forms as an Efl Assessment Tool: Positive Features and Limitations

“…The number of internet and smartphone users in Indonesia steadily increase in years and using google form as EFL assessment tool could be one of the solutions to assess the students. Google form is also can be function to do assessment but it should not use completely to replace the traditional methods, like interviews and observations (Scheef & Johnson, 2017). Using it also helps to ensure the students with disabilities to receive services and supports to reach their goals.…”

Higher education student responses to the use of online assessments on biology material

“…The data obtained from the Google Form is displayed in detail and makes it easier for the teacher to make an assessment. Apart from teachers, the Google Form also helps students to monitor independent progress in the learning process by knowing their average score after taking the quizzes given (Scheef & Johnson, 2017).…”

Making the Most of Community-Based Instruction: Progress Monitoring for Strategic Decision Making

“…In addition to paper templates and forms, technology tools can support educators in the collection and analysis of data (Mandinach, 2012). For example, an increasing number of apps allow educators to log the frequency or duration of a behavior, and online forms can be created to track students’ accuracy or independence on a sequence of behaviors (e.g., Google Forms; Scheef & Johnson, 2017). With the rapid advancement of technology, these tools are continually updated; Figure 1 offers examples of several progress-monitoring apps or tools currently available to educators.…”