STUDENT RESPONSE AND ASSESSMENT TOOLS

Name: Jessica Spivey

Grade Level: 6th Grade
Content Area: Social Studies
Standards Addressed: SS6CG2 Explain citizen participation in the Canadian government.
a. Explain the role of citizens in choosing the leader of Canada (parliamentary democracy)
Student Response Technology Used:
NearPod Socrative PollEverywhere iRespond TodaysMeet Other: Kahoot!
Technology that students will use to respond to questions/prompts:
Computer Hand-held student response system (such as iRespond) Phone
Tablet (such as iPad 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 complete a simulation based on citizen participation in the choosing of Canadas
prime minister. In this simulation, students will represent the districts of Canada and go through the
motions of a federal election. After the completion of the simulation, students will do a Kahoot!
Quiz outlining some of the major details in a Canadian federal election.
Describe the purpose of the SRS activity (check all that apply):
Assess Prior Knowledge Anticipatory Set (Create Interest in a Topic) To Illuminate Common
Misconceptions Formative Assessment of Content Knowledge (for purposes of differentiation and
mastery for ALL students) Summative Assessment of Content Knowledge Test Preparation
Survey/Poll Discussion Starter Homework Collection Other
Additional explanation of purpose (optional): I will use this as a formative assessment and also test prep
for a bigger assessment theyll receive at the end of the unit. The question they see on the Kahoot! will be
on the summative assessment they get at the end.

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 overview should
be a minimum of 2 paragraphs.):
After the completion of the simulation, students will be asked to get out their choice of technology
(iPads, iPods, phones, computers, laptops) and will be given the code of the Kahoot!. Since the
Kahoot! is timed, it wont be student or teacher led. However, if students need more time, I will
allot that to them. This will be an individual activity with each student completing the assessment on
their own. Since it is a formative assessment, I wont force students to use their actual names and
will allow them to use an appropriate fake name. The quiz will have 8 questions varying in type that
ask about the federal election process, key details of parliament, definitions, and statistics. This
activity should take around 10 minutes.

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 STUDENT RESPONSE AND ASSESSMENT TOOLS
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 Multiple Select True/False Yes/No Short open-ended response
or fill in the blank Longer open-ended response
Provide samples of questions/prompts to be given to students:

Right/Wrong Answers: Will there be right/wrong answers to these questions? Yes No

Mixed (Some will have correct answers, others will not.)
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?
Answers will be wrong or right because the goal of the activity is to make sure they understand and
know the details of a Canadian federal election.
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.)
Results of this activity will give me the information I need to assess student understanding. It wont
be completely anonymous because students will have the choice of using a fake name instead of
their actual name, so Ill base scores off of the whole class. If a good amount of students are having
trouble with a question, then Ill know t review it before their summative assessment.
Describe what will occur after the SRS activity:
After the SRS activity, we will have a group discussion regarding the last question of the Kahoot!
Do you think people should be able to directly choose their leader? We will discuss if this would
make elections easier or more difficult and I will also open the floor to students who have
suggestions for their own form of elections.
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!) :
From this activity I hope to make quizzes fun. I hope students focus more on the competitive and
fun side of Kahoot! instead of the burden of a quiz. For me, Kahoot! takes my mind off of the stress
of grades and getting answers right and puts it more on the fun.
Other comments about your SRS activity (optional): With this activity, students will reach LoTi level 3
by completing the last question. This question will allow students to think critically about what they have
learned about Canadas federal election. This will give them the background information to decide how
they would want the government to be. By asking students to give suggestions for government it also
accesses LoTi level 4 by bringing in real world scenarios.