Picture of two students looking at a computer screen. Picture of a professor with a computer teaching a small group of students. Picture of a student working at a laptop.

Assessment Strategies: Online Surveys and Polls: SurveyMonkey, Polldaddy, Poll Everywhere

Introduction

Generally, there are two forms of assessment: formative and summative. The essential difference between the two types is the purpose that they serve. The purpose of formative assessment is to provide feedback to students as they learn course material. It provides instructors knowledge of where students are in the process of learning course content. The purpose of summative assessment is to appraise whether students have learned or mastered the course material by a given point in time. In other words, summative assessment does not generate feedback to the instructor during the learning process, but it provides evidence that students have learned the material through the instructional process. There are websites on the Internet that can help with both types of assessment processes.

 

Please click below for an audio introduction to Internet survey services.

 

Instructions on How to Use Surveys

Formative assessment is often not graded (though it can be). Two sites that are typically used for surveys, SurveyMonkey and Polldaddy, can be used to formatively assess students in the learning process. An instructor could assign a survey to be completed in class (either at the beginning or end) or for homework to determine whether students have learned course material or followed along with the class lecture/discussion. These surveys can be anonymous depending upon how the instructor plans to use the information. Polling students during face-to-face or synchronous classes is another version of formative assessment. This formative data can be gathered using a clicker system or an online program such as Poll Everywhere. Clicker systems are set up in a classroom using clickers purchased by students or departments.  Students respond to questions via their clickers, and responses are recorded and displayed graphically. Poll Everywhere allows an instructor to post questions online during a presentation or lecture, and students can send an anonymous text message with the answers. Both clicker systems and Poll Everywhere provide immediated aggregate data to the instructor about the class's understanding of recently presented course material. Formative assessment data gathered in this way provides useful information about whether to progress to new course content or to review the presented material again.

Non-anonymous surveys (from SurveyMonkey or Polldaddy) can be used either in class or out of class can also be used for summative assessment. These sites would be helpful for this purpose if an institution does not have course management software such as Blackboard. These sites also could be used in conjunction with course management software for students with disabilities who use the accommodation of extended time on assessments. It can sometimes be complicated to provide extended test time on assessments that are imbedded in course management software. Students with disabilities could be offered the opportunity to take their assessments via these online tools without time restrictions.

Note: The Internet sites discussed in this assessment tip are not currently accessible to people with visual impairments.

Please click here PDF download to download a pdf of the instructional guide to Survey Monkey.

Please click here PDF download to download a pdf of the instructional guide to Polldaddy.

Please click here PDF download to download a pdf of the instructional guide to Polleverywhere.

Technical Requirements and Where to Access Online Surveys and Polls

Go to www.surveymonkey.com to access SurveyMonkey to create a survey.

Go to http://polldaddy.com to access Polldaddy to create a survey.

Go to www.polleverywhere.com to access Poll Everywhere to create a poll.

Figure 1- Screenshot of SurveyMonkey homepage

Figure 2- Screenshot of Polldaddy homepage

Figure 3- Screenshot of Poll Everywhere homepage

Reviews

Every e-Tool in the e-Toolbox was reviewed by either a UDI Online Project research and design team member, or one or several faculty at five partner institutions who incorporated a specific e-Tool into an online or blended course they taught. Faculty from these partner institutions also requested that students review the e-Tool included in a course or products created through the use of the e-Tool (e.g., documents, videos, audio clips, or other items). Likert scale surveys with open-ended questions were used by respondents.  Feedback from the reviewing UDI Online team member or faculty who used a tool is presented in addition to student ratings when available.

  

Faculty e-Tool Review Results

Number of faculty reviewers: 2

1. The e-tool was easy to incorporate into my course.

 Picture of review results - 50% of reviewers strongly agreed that this e-tool was easy to incorporate into their course.  50% of reviewers agreed that this e-tool was easy to incorporate into their course.

2. I used the e-tool to address the following: (Select all that apply)

Picture of review results-50% of reviewers used this e-tool to facilitate communication with and between students.  50% of reviewers used this e-tool to allow students to demonstrate mastery of content.

 

3. Do you think the e-tool exemplified the construct of UDI within your course?  (UDI is defined as an approach to teaching that consists of the proactive design and use of inclusive instructional strategies that benefit a range of learners including students with disabilities.)

picture of results- 50% of rev iewers strongly agreed that this e-tool exemplified the construct of universal design for instruction in their course.   50% of rev iewers agreed that this e-tool exemplified the construct of universal design for instruction in their course.

 

4. Please comment on the benefits of using the e-tool in your course.

  • Helped to find out what they liked and disliked, and what concepts needed more explaining.
  • Allowed an assessment of mastery content outside of the confines of the classroom. Allowed students to use books/notes and take their time in completing multiple-choice questions related to course content.

5. Please comment on any drawbacks of using the e-tool in your course.

  • Some students were apprehensive using technology and relying on the Internet to complete course quizzes.

 

6. I will use the e-tool in another course.

picture of results-100% of reviewers would use this e-tool in another course.

7. In the future, I will use the e-tool to address the following: (select all that apply)

picture of results-50% of reviewers will this e-tool in the future to facilitate communication with and between students.  50% of reviewers will this e-tool in the future to allow students to demonstrate mastery of content.

 

 

 

 

 

Student e-Tool Review Results

Number of students who took the survey: 9

Number of students with learning disabilities who took the survey: 1

1. The tool was easy to use.

 

Picture of the result of 

2. The tool assisted me with the following: (Select all that apply)

 Picture of result of how the tool assist me

3. Please comment on the benefits of using the tool in the course.

  • Gave the opportunity to display knowledge of the learning modules.
  • I was able to reevaluate what I have learned.

 

4. Please comment on any drawbacks of using the tool.


  • Sometimes hard to clearly understand the question.