STUDENT RESPONSE AND ASSESSMENT TOOLS

Name: Jocelyn Jones

Grade Level: 5
Content Area: Social studies
Standards Addressed: SS5H1 Describe how life changed in America at the turn of the century.
B. Describe the impact on American life of the Wright brothers (flight), George Washington Carver
(science), Alexander Graham Bell (communication), and Thomas Edison (electricity)
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:

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
The students will discuss famous inventors and their inventions. Students will view a PPT and video on this
topic to complete the assessment with the iResponse device.
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?):
The teacher will read the questions and display them on the board for those that need to see it. The students
will log in and respond to each question, one by one, The only materials needed are iResponse device and a
whiteboard to display questions. The activity should last about 10 minutes.
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: What was George Washington Carver
famous for? What famous inventor(s) created the first successful airplane?
1

STUDENT RESPONSE AND ASSESSMENT TOOLS

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? I will display students correct responses so students can see how many the class got
right or wrong. I think students may benefit from knowing what others chose so they can understand why
they chose it and wont make the same mistakes with similar questions.
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 information from this assignment will be collected for an assessment. This will help me redirect my
instruction if students are not understanding. The data collected will be used by myself to help better my
instruction for struggling learners. I can monitor students progress or the progress as a class. Information
can be sent home so parents can track progress as well. I will anonymously share data to the class so they
can see how many students are thinking the same or if I am doing a survey this would be beneficial.
Describe what will occur after the SRS activity: I will go over questions that most of the class go
incorrect. I will individually go over questions with students who seem to be really struggling. I will have
students take the test again later to see progress.
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!)
I hope to use this tool in hopes of learning how to use it better. I am not technology smart so I will use it to
become more knowledgeable about this tool. I hope this tool get students to participate more in class so I
can have a good understanding of where they are.
Other comments about your SRS activity (optional):