https://b.socrative.com/teacher/#dashboard Room: KOT9EGKP.

The student will be able to

represent and solve problems using addition and subtraction, work with addition and subtraction
equations, and make sense of problems and persevere in solving them. Using Socrative as a
formative assessment tool for South Carolina Common Core Standards 1.OA for first- grade
math would help determine how much the students know prior to testing. This assessment will
allow the teacher to give students immediate feedback, and it also gives the teacher a chance to
make adjustments to instruction according to the students abilities. Students that struggle with
reading could be given pictures to assist with the word problems, and students that excel in the
lesson could be heightened to another level of difficulty to expand their knowledge of the
instruction. This assessment would give knowledge to grouping students for classroom activities
or individual learning. This technology tool is a positive way to involve parents in the student
learning process.
Introduction
The association between the computer and the K12 classroom continued to grow
throughout the1970s and 1980s. Early obstacles to technology-based learning in the classroom
focused on ease of access. The educational system for many years has lacked the essential
resources to provide computers for each classroom. To facilitate this barrier, many schools
established computer labs (Marshall, 2002). Computer labs in the school give access to students
who may not have any other resources. Even though technology does not always prove ease of
use, technology improves academic scores because technology allows students to assess their
learning with immediate feedback from the teacher.

Boomerang: Teachers can use Boomerang before a lesson or activity begin , to assist them with
what students know about a topic or to help students express questions. Teachers can use this tool
in the middle of a lesson to identify developing problems in student understanding. Teachers can
also benefit from this tool by using it at the end of an activity or lesson, to help students review
concepts or create questions for a test (Yarnall, 2005). The use of Boomerang involves the
teacher and student participation. The teacher will be responsible for creating a student list, and
setting up the prompts for students to ask questions. The students will write, categorize, and
share questions with peers; while the teacher displays the list of questions anonymously for
group discussion.
Sketchy: Sketchy is a tool that allows users to create animations of complex scientific processes.
Sketchy functions like other drawing and moving picture software designed for desktop
computers. Students use a palette of colors and tools to construct a sequence of images of
multiple pages, which can then be run as an animation at different speeds (Yarnall, 2005).
With this tool, the teacher has the responsibility to design the animation for the students to build.
After the initial design is created, the remaining development of the animation is based on the
students creativity. The students will develop a storyboard to assist them with the sequence of
activities they are depicting. The students will then build the animation using tools provided.
Students will be allowed to look over and revise their project for future review.
Quizzler/Gradebook: Quizzler is a quiz application for handheld devices developed by Pocket
Mobility, Inc. Teachers are able to create quizzes in a multiple choice or true-false format on any
subjects. These quizzes can be saved and beamed to students for them to complete (Yarnall,
2005). Students can share their findings of the lesson with others. This tool saves the teacher
time from grading students assignments which would normally take a couple of days, now the

feedback is immediate. Students can go back and redo the questions they missed, while gaining
understanding. Once the grades are collected by the teacher, they are imported into the
gradebook.
Formative assessment is the frequent, interactive checking of student progress and
understanding in order to identify learning needs and adjust teaching appropriately. Summative
assessment is traditionally, the end-of-unit test, a semester/final exam, portfolio, or capstone
project (Younglove, 2011). The use of technology for summative assessment can sometimes
transform to formative assessment. The Quizzler can be used for summative assessment when
uploading test onto an electronic device at the end of a lesson, and also used as formative by
changing some of the instruction according to the students capabilities. Boomerang tools used
as formative to access students knowledge prior to test, and at the end of a test to measure the
content knowledge of students and the lesson.

References
Common Core State Standards for Mathematics. (n.d.). Retrieved from South Carolina Common
Core State Standards website: http://ed.sc.gov/agency/programsservices/190/documents/CCSSI_MathStandards.pdf
Marshall, J. M. (2002, May). Learning with Technology. Retrieved from Evidence that
technology can, and does, support learning website:
http://www.dcmp.org/caai/nadh176.pdf
San Diego University
Puenell, W., & Louise, Y. (2005). Designing Handheld Software to Support Classroom
Assessment: An Analysis of Conditions for Teacher Adoption. The Journal of
Technology, Learning, and Assessment, 3(5), 17-21.
www.jtla.org
A publication of the Technology and Assessment Study Collaborative
Caroline A. & Peter S. Lynch School of Education, Boston College
Younglove, B. (2011). Formative Assessment: A Key to Accountability. National Counselors of
Teachers of English, 17(2), 21-23.