STUDENT

RESPONSE AND ASSESSMENT TOOLS

Name: Tiara Blount

Grade Level: 1st
Content Area: Science
Standards Addressed: S1L1. Students will investigate the characteristics and basic needs of plants
and animals.
Student Response Technology Used:
NearPod Socrative PollEverywhere iRespond TodaysMeet Other:
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: Teacher will introduce the topic of living and nonliving things. After the
lesson, students will take a small assessment that will discuss living and nonliving things.
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):

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: During this lesson, students will be learning
about living and non living things. After finishing the lesson, students will take a small assessment as a
whole class. Although students will be completing this assessment as a group, they will have their own
individual answers. During this time, the teacher will be assessing the students and reviewing the students
responses. Teacher will also go over the correct answers to check for understanding.

This activity should take about thirty minutes. The closing of this activity will take about ten minutes of the
total time. Teacher will have a discussion after each student answers the question which will take up
majority of the time. Also time will be allotted for students who have trouble reading or understanding. If a
student fails to complete the assessment in a timely manner, they will be given the assessment on their own
time.

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

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 STUDENT RESPONSE AND ASSESSMENT TOOLS
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: What is a nonliving thing?
What is a living thing?

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? Students will be shown the correct answer along with an explanation and the reasoning
behind the answer.
Use of data: The data collected from this activity will not be used for a grade. It will be summative
assessment to see how well the teacher has taught the content. The data will also be used for students to see
where they are at with understanding the material that was taught. It will show them the area they need to
improve in. As a class, teacher will discuss the students average and provide ways in which they can
improve. All data will be saved for parents to view, if they had a concern.
Describe what will occur after the SRS activity: After the SRS activity, as a class students and teacher
will go over the scores. Based upon the scores, teacher will assess each student differently. If re-teaching is
needed, teacher will use a different teaching strategy. For example, small group learning would be
appropriate.
Describe your personal learning goal for this activity. My personal goal for this lesson is for me to get a
better idea on how to use student response tools in the classroom. This will be the first time I use this tool. I
hope to learn creative ways to assess students learning. For the first time, I am trying a different teaching
style where I give students feedback after they complete a question. The question will be posted on the
SmartBoard or students to copy and write in their notes. I hope this will engage my students in learning.
Other comments about your SRS activity (optional):