STUDENT RESPONSE AND ASSESSMENT TOOLS

Name: Leah Quattrochi

Grade Level: 9th
Content Area: World Geography
Standards Addressed:
SSWG1 Explain why physical characteristics of place such as landforms, bodies of water, climate, and
natural resources act as contributing factors to world settlement patterns.
e. Identify and describe climates and locations of major physical features of Central and Southwest
Asia. Explain how these physical characteristics impact settlement patterns including, but not limited
to, the Zagros Mountains, Tigris and Euphrates Rivers, Persian Gulf and the Caspian Sea.
SSWG2 Evaluate how the physical and human characteristics of places and regions are connected to
human identities and cultures.
a. Examine how ethnic compositions of various groups has led to diversified cultural landscapes,
including, but not limited to, architecture, traditions, food, art, and music.
b. Examine how language can be central to identity and a unifying or a divisive force (e.g., Bantu,
French-Canadians (Quebecois), and Basques. c. Examine the effects of universalizing and ethnic
religions on local populations, including, but not limited to, Christianity, Judaism, Islam, Hinduism
and Buddhism.
SSWG3 Evaluate how cooperation and conflict among people influence the division and control of the
earth’s surface.
a. Explain why political boundaries are created and why they change (e.g., nation, state vs. nation-
state; political vs. ethnic sovereignty; the unrecognized states of Palestine, Kosovo, and Taiwan).
SSWG5 Analyze human interactions with the world’s environments.
c. Analyze the economic, political and environmental impacts associated with industrialization and
natural resource management around the world (e.g., fracking, strip mining, building of dams and
reservoirs, deforestation, sustainable development, and renewable vs. non renewable resources).
e. Evaluate how global trade systems impact environmental sustainability in both importing and
exporting countries (e.g., plantation farming in Africa and Central/South America, overfishing of
global waterways, and international lumber trade).
Student Response Technology Used:
NearPod Socrative PollEverywhere iRespond Today’sMeet 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 activity, students will have learned the content through lecture-
discussion, guided readings, a mini-debate, and other activities. This is meant to be a mid-unit review quiz,
so it will be introduced as such.
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):
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 STUDENT RESPONSE AND ASSESSMENT TOOLS
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.):
Every student will need a device to complete the NASWA quiz, so students will either need to bring their
phones/devices or the instructor will need to acquire a laptop/iPad cart. During the activity, students will
answer several multiple choice and true/false questions concerning North Africa and Southwest Asia. The
activity should take about ten minutes, perhaps more for students with accommodations. After all students
have taken the quiz, the instructor will discuss the answers with the students to ensure understanding.

Some questions require simple recall, but many of the questions are more complex than that. For instance,
one question asks about the similarities between the Suez Canal and Panama Canal, requiring students to
apply the content knowledge they have gained thus far. Also, the quiz covers physical, cultural, economic,
and political geography, so it is a comprehensive review of the material about half-way through the unit.
This quiz will help students and the instructor check for understanding.
Bloom’s 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: Israel is important to the Jews because
______, to the Christians because ______, and to Muslims because _____. Choose the BEST answer

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? Socrative generates the correct answer upon submission of each question, but the
instructor should still go over the answers afterwards to review with the class and clear up gaps in
understanding.
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.)

Data from this activity will be used to give students a quiz grade and to analyze for future instruction and
assessments. In the short term, the data generated will help the instructor decide what needs to be retaught
or clarified before the summative assessment. In the long term, the data can tell the teacher what kinds of
questions students struggle with and where students excel.
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Describe what will occur after the SRS activity: After the SRS activity, the instructor will go over the
answers and give explanations for questions students had trouble with.
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!) :

My personal learning goal is to find ways make my classroom more paper-less. I rely on papers and copiers
so much, and frankly that is wasteful, inefficient, and old-school.
Other comments about your SRS activity (optional):

By class time, you are expected to post a two-paragraph portfolio entry about Student Response (SR) and
Assessment Tools. You should also attach or link (1) a completed lesson template with an idea of how to
use SR tools in the classroom. You should also link a file with questions you will ask and/or a URL to a
web-based SR activity. Topics of your two-paragraph portfolio entry should include: 1. A
definition/description of Student Response and Assessment Tools 2. Examples of Student Response and
Assessment Tools 3. A brief explanation of how SR tools can support student learning in the classroom
and how you hope to use SR tools in your future classroom 4. A brief description or overview of what
viewers will see when they open your attached template and file/link.