STUDENT RESPONSE AND ASSESSMENT TOOLS

Name: Ashley Jordan

Grade Level: 4th grade
Content Area: Social Studies higher level thinking questions Loti level 3-4 (depends on creating).
Standards Addressed: SS4H6: The students will explain westward expansion of America between
1801 and 1861.
a) California (Gold Rush and development of mining towns).
ISTE standard: 1. Empowered Learner
c. use technolgy to see feedback that informs and improves their practice and to demonstrate thie
leanring in a variety of ways.
Student Response Technology Used:
NearPod Socrative PollEverywhere iRespond TodaysMeet Other: Quizlet
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:
We will have read a pertaining to the Gold Rush, and discuss some things about the reading. The SRS
activity will be an assessment to test their knowledge on what they know from reading the passage and
whole group discussion from peers and teacher.
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 could use this personally for a summative
assessment if the students completely understand the content, or I can use it as a formative assessment to
see where every student is at!

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:
The student will get on technology, log-in to Quizlet, and answer the following questions created by me.
The questions are multiple choice, short answer, and true/false. This allows the students to think on a more
higher level thinking from the short answers and develop a better understanding of the content. I will assist
the students in any way possible and review the data to see what my next steps are to benefit the students.
This tool strategy is awesome for teachers to review and see where their students are at individually.
Materials: computer/phone/tablet/etc. (whatever is offered in the classroom).
The SRS activity should not take too long because it is 12 questions total with a mixture of different
questions. Approximately 20 minutes, and then we will discuss after everyone is finished. I will have a total

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 STUDENT RESPONSE AND ASSESSMENT TOOLS
of 40 minutes for the entire lesson activity, this includes the assessment, discussion, and review. At the end,
I will come to a conclusion on the final steps that need to be taken.

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
(creating can be used if the student decides to make their Quizlet assessment/questions on their own for
more practice).
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:
Example question for the students would be:
Short responses: What were the negative effects of the Gold Rush? What were some positive effects on the
Gold Rush?
Multiple choice: Who was the first one to discover gold?
True/False: The Gold Rush brought in thousands of people throughout this time.

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?
I will display the correct responses after the assessment because the student will need to be able to recall
the correct information for testing later.
Use of data:
The data from this activity will be for the teachers concern to see where the students are with this specific
topic and content. This will be student-paced and be given as a formative assessment, but if the data shows
up positively I could use it as a grade for the students. The data information will be shared with me
(teacher) and the individual student/parent if needed. There would be not personal information displayed. It
is only for my eyes and the students. I will overall, say something to the entire class depending on if the
data displayed good or bad reflection. This data will certainly help me differentiate the students learning
needs, this is the main reason teachers use this tool. I will do this by, working more with individual
students, participating in similar small groups, and more practice if necessary.
Describe what will occur after the SRS activity:
We will review the correct answers and short responses through discussion. We will then move forward or
not depending on how the assessment went with the gold rush questions.
Describe your personal learning goal for this activity.
I am trying this device tool because it is an easy and simple way to see where your students are at in a
specific area or topic. This helps assess your students individual needs. I hope to learn and benefit from
this activity by learning where my students are at educationally and help them in any way possible.