STUDENT RESPONSE AND ASSESSMENT TOOLS

Name: Emily Casto

Grade Level: Fifth Grade
Content Area: Social Studies
Standards Addressed: SS5H6 Describe the importance of key people, events, and developments between
1950- 1975.
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: Before this review quiz, the students will have engaged in a whole group
conversation about the events and people of 1950-1975, complete with PowerPoint presentation, pictures,
and videos. The SRS activity will be introduced as a short review of all that was just discussed.
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
The students will log into their pre-made Socrative accounts. They will be granted access to the review
questions after the whole group discussion as prompted by the instructor. The students may use the class set
of iPads or their own device brought from home. The teacher will sit at her own laptop to assess the results
as the students take the review quiz.
The students will answer the questions to the best of their abilities. The quiz should only take a few
minutes for everyone to complete. The teacher will have all access to see how each student did. She can
also look at the results to see which topics need to be covered more thoroughly for proper understanding.
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: Who was the first African American
man to serve as judge on the U.S. Supreme Court?

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? The students should immediately see the results of the quiz so that they retain the
knowledge more than if they were to be told the correct response the next day.
Use of data:
Formative data will be taken from this review quiz. The instructor will analyze it for whole class and
individual understanding of the content. The students may be shown the whole class results, without
individuals being identified. This will not be used as a summative assessment or for a grade. This is to help
the instructor evaluate her teaching effectiveness and student understanding.
Describe what will occur after the SRS activity: After the SRS activity, the instructor may choose to
review the information that was most missed on the review quiz. When the current content appears to be
understood, she may move on to the next topic.
Describe your personal learning goal for this activity. I have not yet implemented any form of
assessment used with technology. I hope to learn the tricks to making and using the information most
effectively. The goal is to have my students be able to use it successfully and get the most out of the
activity.