Ўзбекистон республикаси олий ва ўрта махсус таълим вазирлиги низомий номидаги тошкент давлат

 
GEOMETRY TASK ASSESSMENT, WHICH CONDUCTED IN GOOGLE 
CLASSROOM VIA GOOGLE FORMS, IN TERMS OF INCLUSIVITY, 
STUDENT CENTEREDNESS AND DEEP APPROACH TO LEARNING 
Khamraeva R., Irgasheva D. 
Academic lyceum of Westminster International University in Tashkent 
The task, which we want to discuss and analyze in this narrative, was 
constructed by us and assigned for more than 75 2nd year students of Academic 
lyceum of Westminster International University in Tashkent during online-
education, which was adapted in time of the Covid-19 pandemic. The task was 
designed as a Quiz based on Google Forms on digital educational platform - Google 
Classroom on the topic “Surface Area and Volume of Cone”. This assignment was 
one of the series of assignments on Geometry for this course. 
The Learning outcome designated for this task to achieve by students was so 
students will be able correctly identify proper formulas to find surface area and 
volume of the cone and can apply them while solving problems and exercises on this 
theme. 
The purpose of this assignment was to determine not only students' knowledge 
but their understanding of this topic also. In the process of conducting online classes, 
it is very difficult to determine how much a student has mastered knowledge on this 
topic, while learning remotely. So, the questions of the quiz were constructed as a 
formative assessment, to monitor students’ progress towards learning objectives, and 
identify strengths and weaknesses, and a review of foundational knowledge for this 
topic.

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Аниқ фанларни ўқитишни модернизациялаш: инновацион таълимнинг янги моделлари ва амалиёти, 2020 йил 17 апрель 
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The task consisted of 20 questions of various types - questions required short 
answer, multiple choice questions, questions with check boxes and a linear scale. 
The difficulty of questions was also various. In the beginning of the quiz there was 
1 question with check boxes, in which several elements were presented as a list, and 
students had to choose only those which relate to cone and truncated cone. Then 
there were 3 multiple choice questions to identify proper formulas of lateral area, 
total surface area and volume of the cone among other formulas. Next 4 questions 
were also multiple choice questions with easy problems, on which students were 
given values of some variables and they should know the proper formula to 
substitute them and find non-given variable. Also there were 5 medium difficulty 
problems with giving short answer. Next were 5 problems of advanced level on 
which students required to implement not only formulas by this theme but know 
theorems and properties on previous topics and planimetry.
The penultimate question was for critical thinking and making a comparison 
between applying one of two formulas to solve given problem and it was constructed 
as a paragraph, where students should write their opinion. The last question was 
about reflection of students on this task and was constructed as a linear graph, in 
which students can choose between 0 and 5, where 0 means, that student struggled 
on this task, and 5 – that student didn’t have any problem while passing it. Students 
had a chance to pass this quiz and, in the end of the test, see summary charts and text 
responses. Students can pass the test only once with their accounts in Google 
Classroom, but if they were not satisfied with their results, they can contact their 
teacher and get permission to take the test once more, but not more 2 times for one 
test.
To accomplish this task students were given 5 days. Using the scheduling tool 
in Google Classroom, I set up the due date and the time for this task was not limited. 
Since students entered the quiz, they should complete it and submit it, and this 
process will take not more than1 hour for them. Detailed instructions for students 
how to pass this task and what this task aimed for were given on the top of 
assignment. 

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Аниқ фанларни ўқитишни модернизациялаш: инновацион таълимнинг янги моделлари ва амалиёти, 2020 йил 17 апрель 
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For assessment in the test, the correct answers were inserted for each question 
with the number of points for the correct answer using the Google Forms tool. The 
first 18 questions were worth 5 points each. The 19
th
question – which required 
critical thinking and comparison was worth 10 points and this point is not 
automatically given by system as others, but this is the only question manually 
assessed by the teacher. For the last question points were not given. Overall, for the 
test student can get a maximum 100 points. Only first ten questions and the last 
question were set as required to answer and student had to answer them to earn the 
passing points. Other 9 questions were optional to answer. And students can decide 
for themselves to pass as much as they can to earn more points. 
The accomplishment of the test by students I monitored remotely by my laptop. 
In Google forms, the result can be seen immediately in the test itself, on the 
responses page. And you can also download a Google sheet with details of student 
responses.
Moving to analysis of this task in terms of student centeredness, inclusivity and 
enhancing deep approach to learning I want to begin with that as a high school 
teacher, I discovered that I use formative assessments frequently in my classes in 
order to inform my teaching and provide feedback to my students. I choose formative 
assessment because the goal of this assessment is to monitor student learning to 
provide ongoing feedback that can be used by me to improve my teaching and by 
students to improve their learning. More specifically, formative assessments: help 
students identify their strengths and weaknesses and target areas that need work. 
Also the test as a type of formative assessment process meets the requirements 
of the Student centered qualities as it was indicated in work of Andrade, Huff, and 
Brooke ( 2012), it can be focused on learning and growth, motivation, student Self-
regulation, and can be informative to a variety of audience. For example, in this