STUDENT

RESPONSE AND ASSESSMENT TOOLS

Name: Taylor Mclain
Grade Level: 2nd
Content Area: Science
Standards Addressed: S2P2. Students will identify sources of energy and how the energy is used. a.
Identify sources of light energy, heat energy, and energy of motion.
Student Response Technology Used:
NearPod
Socrative
PollEverywhere

iRespond

TodaysMeet

Technology that students will use to respond to questions/prompts:

Computer
Hand-held student response system (such as iRespond)
Tablet (such as iPad

Other: Plickers

Phone

Other wireless device (such as iPod Touch)

Describe the instructional activities that will occur prior to the SRS activity and how you will
introduce the SRS activity: Students will have completed a unit on energy prior to this activity. This
activity will act as a self-assessment for the students before the unit test, so they can see what they need to
do to prepare for it.
Describe the purpose of the SRS activity (check all that apply):
Assess Prior Knowledge
Misconceptions

To Illuminate Common

Formative Assessment of Content Knowledge (for purposes of differentiation and

mastery for ALL students)

Survey/Poll

Anticipatory Set (Create Interest in a Topic)

Summative Assessment of Content Knowledge

Discussion Starter

Homework Collection

Test Preparation

Other

Additional explanation of purpose (optional):

Type of session:

Teacher-Paced

Student-Paced

Identification of students:
Students will log-in so their individual scores will be available to you after the session
SRS activity will be anonymous
Briefly describe what will happen during the SRS activity (For example: What will students do? What
will the teacher do? What materials are needed? How long will the SRS activity take?):
Blooms Level of Critical Thinking Required (check all that apply):
See http://epltt.coe.uga.edu/index.php?title=Bloom%27s_Taxonomy
Remembering
Understanding
Applying
Analyzing

Evaluating

Creating

Types of questions/prompts (Check all that apply):

Multiple choice
or fill in the blank

Multiple Select

True/False

Yes/No

Short open-ended response

Longer open-ended response

Provide samples of questions/prompts to be given to students: The sun and a solar powered calculator are
examples of?

Aheat energy
Benergy of motion

STUDENT RESPONSE AND ASSESSMENT TOOLS

C light energy
Dwater energy

Right/Wrong Answers: Will there be right/wrong answers to these questions?

Mixed (Some will have correct answers, others will not.)

Yes

No

Immediate corrective feedback:

Will you pre-select correct answers to some or all of the questions and display correct response to the class
after the SRS activity?
Yes
No
Why or why not? This allows students to self-check their answers immediately. This is not a test, and the
purpose of this activity is to assess what the student knows at the end of a unit to see if they are prepared for
an actual test. The students seeing the correct answer being displayed will also reinforce the information
for them.
Use of data: What data will be collected as a result of this activity? How will it be used and by whom?
(For example: Will information collected from this activity be used to award a grade? Will the individual
information collected be shared with students and/or parents to help them monitor individual progress?
Will you discuss the aggregate, anonymous data with the whole class to help them learn? Will you use data
to differentiate instruction for students, if so describe how.) The data will mainly be used for the students
to assess themselves and determine what they need to study or prepare for before the actual test on energy.
The teacher will also use the data to determine what key terms or ideas she may need to revisit before the
test for the students.
Describe what will occur after the SRS activity: Review/Study time for the actual test will take place
after the SRS activity.
Describe your personal learning goal for this activity. (For example: What are you trying that you have
not tried before? What do you hope to learn from this activity? How do you hope it will help students learn?
You must design something that will help you learn something new. Honor system!) : My personal goal for
this activity is to get my students more self-sufficient and involved in their own learning. Allowing them to
assess themselves and see what material they are excelling at and what they might need work on gives some
responsibility in their own learning experience.
Other comments about your SRS activity (optional):