STUDENT RESPONSE AND ASSESSMENT TOOLS

Name: Anthony Buda

Grade Level: 9th
Content Area: Health
Standards Addressed: HE H.S.1: Students will comprehend concepts related to health promotion and
disease prevention to enhance health
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:
During a skit, students will be able to demonstrate various characteristics of a strong family.
After the lecture, students will be able to describe the six different types of families.
During the lecture, students will be able to describe one way they would handle domestic
violence.
I will use the quiz at the end of the lesson to review and assess some of the concepts and vocabulary
that I taught in my lesson. I included 12 questions in this quiz that were based on content from their
Glencoe Health book. The Quiz can also be used in the beginning of class as an instant activity to
introduce the topic and to get the students interested.
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

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 students will log into the quiz using their
own device by going to https://kahoot.it/#/. Then the students will individually provide their responses to
the 12 questions.
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

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 STUDENT RESPONSE AND ASSESSMENT TOOLS
Provide samples of questions/prompts to be given to students:
5) The temporary placement of children in homes of adults who are not related to them is
8) Sources of changes in family structure that can cause major stress could be
12) What are the three R's?
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 want the students to see the correct answers since this was used as an activity and not a
test.
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 nature of this activity is informal and low anxiety. The results will be used by the students to
see how quick they are with responses and to review or to introduce the topic of healthy family
relationships.
Describe what will occur after the SRS activity: This activity will be in place of the lessons closure
questions at the end of class.
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!) :
- This was my first experience using a student response tool. At the conclusion I learned that I needed
to use multiple response options when developing the quiz so the system would allow more time for
the students to select all possible answers. I hope the students enjoyed the quiz, the pictures I chose
had hidden meanings that aligned with the questions but I dont think got enough attention.