Self-Grading Digital Task Cards

Much or Many: Sheets Version
Relative Clauses: Sheets Version
The Tie That Binds: Conjunctions: Sheets Version
Syllables: Sheets Version

Task cards are great, aren’t they? Students like them, teachers like them, administrators like them, there’s really no reason to not like them! Figuring out how best to create digital task cards has been a journey for me; but I persevered and was rather content with the digital task cards I had come up with, except one thing–I had no way of know what my students had answered, or I had to click through multiple slides for each student and check everything by hand. I missed the recording sheets and the relatively easy grading methods I had for paper-based task cards. Until last week that is! It took some thinking and experimenting, but I knew that if I could use conditional formatting to create games and mystery pictures, I should be able to use conditional formatting to create self-grading task cards. I was correct, it is possible, and I’m going to tell you exactly how I did it. But first, here’s a look at these cards in action so you can see why I’m so excited about them!

Cool, right? And they were extremely easy to make. This is possible in both Excel and Sheets, but I find it a little easier to complete in Sheets because there are fewer options. The good news is that Sheets can be downloaded as Excel (click File, Download, Microsoft Excel) and all of the formatting stays in place. These directions will be for Sheets.

The first thing I did was rename the first tab as “Directions.” To rename a tab:

  1. go to the bottom of the screen
  2. right click where it says Sheet1
  3. click Rename
  4. type the new name for the sheet

I then clicked in the first cell and started typing my directions. I chose to type one sentence per line in hopes the students will read the directions more carefully if they weren’t in paragraph format. To insert the arrow directing them to the tabs for the questions I did the following:

  1. Click Insert
  2. Click Drawing
  3. I chose the arrow I wanted from the shapes menu and drew it on the screen.
  4. Click “Save and Close” in the upper right corner.
  5. Reposition and resize the arrow to fit your needs.

After the directions are finished it’s time to add the question, answer, and grade tabs. I recommend that you add the answer tab first and you update it as you go. To add a tab click the + sign in the bottom left corner. Change the name to “Answers” using the above steps. I chose to label column A as “Question,” so I could easily see which question the answer corresponded to, and I went ahead and numbered down column A (type 1 into cell A2, grab the bottom right corner of the blue outline around the cell and pull down, the numbering will be done automatically). Column B I labeled “Answer.” Going back to my directions tab, I again clicked the + button and renamed this newest tab “1” for question one.

On the question tabs you are going to include whatever you would normally place on a task card. I chose to include a picture (click Insert, Image, Over Cells) and the sentence that I wanted them to complete. One thing you do need to be sure and include though is an easily identifiable place for them to type their answer. You need to know exactly where the answer will be typed in order for the conditional formatting to work. I took care of this problem by choosing a cell, resizing it (not necessary but I wanted it to be large and not easily missed), and coloring it tan. Now that your first task card is set up, it’s time to make the magic happen on the answer sheet. 

  1. Click on the answer tab.
  2. Click in the cell for the answer to question/task 1 (cell B2 on my sheet).
  3. type =
  4. Click on the answer cell from task card 1 (click on tab 1, click on the answer cell).
  5. Click on the Answers tab.
  6. Hit enter.

Now anything typed into the answer cell on task card 1 (tab 1) will automatically appear in the corresponding answer cell on the Answers tab. Next I need to do the conditional formatting for the self-checking part of the task cards. (This step is not necessary if you are not planning to allow students access to the answer tab but it only takes a moment and I think it’s worth it.)

  1. On the Answers tab click on the cell for the answer to question 1 (cell B2 on my sheet).
  2. Click Format
  3. Click Conditional Formatting
  4. Under Format rules, Format cells if… choose “text is exactly”
  5. Type the correct answer in the box labeled “Value or formula”
  6. Choose the color you want the cell to turn (I leave mine green).
  7. Click Done.

To test this out, click on tab 1, type the correct answer in the answer box, hit enter. Now click on the answer tab and next to number 1 should be your answer and the cell should be green. This in itself is cool, but now to make it self-grading!

  1. On the Answers tab click the cell next to the answer for question 1 (cell C2 on my sheet).
  2. type =IF (that’s equals sign IF)
  3. click the cell with the answer (Answers tab cell B2 on my sheet)
  4. type the correct answer in quotation marks (i.e.: “much”)
  5. type ,1,0 (that’s comma one comma zero)
  6. hit enter

The cell next to your answer for question one should now have a number 1 in it. You have now completed the set up for task card 1. 

To create the next task card you could start from scratch, but I recommend copying and pasting to save yourself a little setup work. 

  1. Right click on tab 1 at the bottom of your screen.
  2. Click Duplicate
  3. Rename the new tab 2 (or whatever number you are on).

Now you just need to change elements such as the picture (if you choose) and the question. The answer box is already formatted for you, as well as any static elements you may have included (i.e. a border). Once the card is designed to your satisfaction, follow the steps above to update the Answers tab. Continue repeating these steps for each of your task cards.

Only a few things remain to be done. The first step is to finish the auto-grading feature. 

  1. On the Answers tab click the cell below the points for the last question (the cell immediately bellow the last 1/0 cell, on mine it was cell C27).
  2. type =SUM(     (that’s equals sign SUM and open parenthesis) 
  3. click on the 1/0 cell for question 1 (cell C2 on my sheet) and drag down to highlight all of the 1/0 cells
  4. release your mouse button
  5. hit enter

You now have a total number of questions correct. To convert this to a percentage, be sure you are in the cell below your total score (cell C28 on my sheet).

  1. type =
  2. click the cell with your total score (cell C27 on my sheet)
  3. type /   (that’s a forward slash or divide sign)
  4. type the total number of questions
  5. hit enter
  6. click again on the cell with your percent (cell C28 on my sheet)
  7. click Format
  8. click Number
  9. click Percent
  10. hit enter

You now have a percentage grade for the activity. 

This next part is totally optional but I wanted it because I sometimes use task cards as an assessment. The Answers tab will now clearly show which questions are correct and which are incorrect. This is great if I want students to be able to go back and correct their work, but what if I don’t want to make it obvious which questions are right or wrong, and I still want them to know their final score? My solution was a grade tab.

From the Answers tab create a new tab by clicking the + sign in the bottom left corner. Rename the new tab “Grade.” I then inserted a picture (just for fun) and an encouraging message. I then chose a cell and typed “Number Correct” (cell H4 in my example). In the next cell over (cell I4 on my sheet) I told it to automatically populate from the Answers sheet.

  1. On the Grade tab click where you want the number correct to appear (cell I4 on mine).
  2. Type =
  3. Click on the Answers tab.
  4. Click on the box with the total correct (cell C27 on my sheet)
  5. Click on the Grade tab.
  6. Hit enter.

I then repeated this process a row or two lower for the total percentage, this time pulling in the percentage from the Answers tab (cell C28 on my sheet). I now have a sheet that will show my students their grade, but not which questions are correct or incorrect. On this tab they are still able to see that they answered N questions incorrectly, but they don’t know which ones.

The final step is to hide the Answers tab so they don’t have access to which specific questions are correct or incorrect (this step is optional but good if you want to use the cards as an assessment).  To hide a tab:

  1. Right click on the tab you wish to hide.
  2. Click Hide sheet.

To make the tab visible again (if you want to look at specific answers without having to click on every tab):

  1. Click View.
  2. Click Hidden Sheets
  3. Click Answers

Can students do this too? Yes. Are they likely to think about it and do it? Probably not. Unless they know the tab is there they have no reason to go looking for it. Add to that the fact that they’d have to be able to read the conditional formatting formulas we inputted to get the correct answers, and cheating is highly unlikely.

That’s it, you now have a complete set of self-grading digital task cards. To use them you will need to make a copy of the document for each student and give them editing rights (be sure you’ve deleted any answers you typed on the question tabs as you tested things out). The best way of doing this will depend on your learning management system. To do this on Blackboard I create a Force a Copy link and post the link in my assignment. In Google Classroom you can just put the link into classroom and choose “make a copy for each student.” The important thing is that each student have his or her own copy of the cards.

This truly is my new favorite way to do task cards. I like it so much that I’m planning to go back and recreate some of my other task cards (the ones where students move circles to indicate their choice and I have to check each slide individually) using this method. I hope you find it helpful as well, happy teaching!

Too or Enough? Commonly Confused Adverbs

Too or Enough? Paper Version
Too or Enough? Digital Version

A couple semesters ago a group of students was really struggling with the difference between the adverbs too and enough. The explanation in the book was clear, we had a good discussion, but after completing the provided practice exercises they still weren’t feeling confident. Since I too was tired of the book’s practice exercises, I decided to make a fun game for them to play instead.

The paper version of the game has two different forms: a board game and a cover up version. Cover up is played in pairs. Students share a board (pictured on the left) and take turns drawing cards, reading the sentence, and then covering up a square that lists the correct word to complete the sentence (I use milk jug lids as my covers, they’re free and come in a variety of colors.). The first player to cover four spaces in formation (straight line, a square, four corners) is the winner. In the board game version (playable by groups of 2-4 students), students draw a card, read the sentence, and determine if the blank should be completed with too or enough. If correct, the student rolls the die and moves his/her piece on the board. The first person to reach the finish square is the winner.

Since class has been moved on-line, and even if we were in the classroom students wouldn’t be allowed to sit close together or share materials, I needed a digital version for this fall. I had already created a couple of different digital cover up games, and I really wanted to do something different this time. I had also recently seen a YouTube video about making magic reveal answers, and I really wanted to try it for myself. Enter the digital board game, complete with game play script. Before I tell you about how I made the game, here’s a quick video showing you how it works:

The first part of the process was very similar to other board games I’ve made. I started by designing the various slides in PowerPoint. In order to make everything fit I like to resize my slides to 17×11 (in PowerPoint click on Design, Slide Size, Custom Slide Size, enter your desired dimensions and cick OK, choose Ensure Fit). This allows me to simply take my already-designed paper game board, save it as an image, and insert it on half the slide. The second half of the slide is where I type instructions for how to play the game. After setting up the game board slide, I then set up a slide for every question. Each question slide includes the sentence prompt and a box called “Game Board.” Once all of my slides were designed, I saved them all as images (Save As, choose .jpg or .png, Save, All Slides).

In order to have my magic reveal answer I needed to create and save three more images: “too,” “enough,” and a magnifying glass. For the two text answers (too/enough), I created a text box in PowerPoint, typed the word too, changed the color of the text to be the same as my background, right clicked on it, chose “Save as Image,” and saved it. I then repeated the process for enough. The magnifying glass was slightly harder because I am not an artist. I do, however, know of a great source for royalty-free images and clipart, Pixaby. I simply went there, searched for magnifying glass, chose one with a clear background, and saved it to my computer.

I was now ready to start setting up my game in Google Slides. First, I needed to upload the game board and sentence slides I designed in PowerPoint and set them as the backgrounds of individual slides. Designing in PowerPoint, saving as images, and setting those images as backgrounds prevents students from accidentally (or accidentally-on-purpose) moving, changing, or deleting things you don’t want them to. This process of uploading and setting all these images as backgrounds used to be very tedious and time consuming. Then I was introduced to the add-on Slides Toolbox. This add-on allows me to import images and set them as backgrounds on separate slides in about seven or eight clicks, rather than the seven or eight clicks per slide it used to take. 

After getting all of my backgrounds in place, I needed to make my Game Board button functional. In order to do this, I drew a rectangle over the button on the first question slide, made the rectangle and border clear, and then hyperlinked it (use the link button in the toolbar) to the slide with my game board. I then copied the box and pasted it onto each question slide. The nice thing about this copy and paste method is that the hyperlink is also copied and pasted and Slides automatically pastes it in the same location on ever slide. So I literally copied it, clicked on the next slide, hit ctrl+v, and clicked the next slide to repeat the process. The entire operation only took me about 30 seconds.

It was now time for the part I’d been waiting for: creating the magic reveal. Starting with the first question slide, I inserted the image for the correct answer (too or enough). I then positioned the image over the black line, making sure no part of it covered anything black. Because the word is typed in the same color as the background it became invisible. I then inserted the magnifying glass image that I’d previously saved and set it to go to the back (right click on it, choose “send to back,” or click on it and click alt+shift+b). By sending the magnifying glass to the back I told the program that any time it’s sharing space with another object on the screen the other object should be on top. In other words, when I drag the magnifying glass over the answer line, the word on the line is put on top, the magnifying glass is put on the bottom, and the word becomes visible because something that is a different color is between it and the background. Very cool! I then went to each question slide and repeated the steps:

  1. insert answer image (too or enough)
  2. position answer over line in sentence
  3. insert magnifying glass image (actually I just copied and pasted it from the previous slide)
  4. send magnifying glass to the back (unfortunately this setting does not copy and paste with the image)

The last big task I had to complete was adding the game play script that my husband wrote for me. This script adds a menu item to the top that says “Game Play.” Under that menu are additional menus that say “Draw Card” and “Roll Dice.” The “Draw Card” menu will randomly jump a player to one of the question cards (similar to drawing a card from the top of a pile). The “Roll Dice” menu will produce a pop up window that says, “You rolled a __,” and give a randomly generated number between one and six. This script (as well as others) is available in my store and includes a video giving step-by-step instructions on how to install and use it.

All that was left to do now was create the pieces for my students to move. On the game board slide I made a circle, copied it, pasted it three times, recolored them to be four different colors, arranged them where I wanted them, and I was finished. 

Just a couple of quick tips/reminders for using them in your classroom:

  • Make a copy and assign the copy. Despite all of our efforts, students will have problems and you don’t want your original file messed up.
  • In order to play together students will need to share a single file. That means you will need to make a copy for each group of students and then share that copy (with editing rights) with each of the students in the group. So if you have 28 students, playing in groups of four, you will need 7 copies of the game. Each copy will then have to be shared with each student in that particular group (so yes, you will have to set your groups up ahead of time).
  • Students need editing rights to play. If they don’t have editing rights they will not be able to move any of the playing pieces.
  • Google Slides must remain in edit mode. Once in presentation mode you are unable to drag/move any of the game pieces (you will also lose access to the game play menu).

 Digital board games take a little bit of work to create (though it is getting easier as I go and learn new tricks, such as Slides Toolbox) and set up, but I really think it’s worth it. My students always respond so positively to games and I was very frustrated last semester when I couldn’t use them. Now that I have learned how to do all of these cool things I can’t wait for on-line instruction this fall!