Student Response System (SRS) Activity

Name:Erica Hutchings
Grade Level: Middle School
Content Area: Life Sciences
Standards Addressed: type here
Student Response Technology Used:
Quizlet
NearPod
Socrative
PollEverywhere
iRespond
TodaysMeet
Other: type here
Technology that Students will use to respond to questions/prompts:
Computer
Hand-held student response system (such as i-Respond)
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: The purpose of
MOSART will be explained prior to students taking the test, and they will
be aware that it will not impact their grades.
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): The idea behind MOSART is to
gauge students' grasp of important middle school science standards and to
pinpoint any lingering misconceptions prior to taking my class. At the end of the
year, the same test will be given to see if my instruction has helped in dispelling
common misconceptions among my students in that area. This can also be done
with the high school level MOSART tests as well.
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 teacher do? What materials are needed? How
long will the SRS activity take?):
There are twenty-five multiple choice questions on a regular test, but the sample
provided has ten. The sample test should take about ten minutes to complete.
The teacher should monitor students to make sure that they are not using mobile
devices inappropriately.
Blooms Level of Critical Thinking Required (check all that apply). See
http://epltt.coe.uga.edu/index.php?title=Bloom%27s_Taxonomy

Remembering
Creating

Understanding

Applying

Analyzing

Evaluating

Types of Questions/Prompts (Check all that Apply):

Multiple-choice
Multiple Select
True/False
Yes/No
Short Open-ended
response or fill-in-blank
Longer open-ended response
Provide samples of questions/prompts to be given to students:
In a forest, which of the following are decomposers, organisms that use waste and
dead organisms for food?
A Only the trees.
B Only the squirrels.
C Only the mushrooms.
D Both the trees and the squirrels.
E Both the trees and the mushrooms
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 the
correct response to the class after the SRS activity?
Yes
No
Why or why not? This type of assessment is used strictly by the teacher for the
purpose of illuminating misconceptions among students and evaluating
effectiveness of instruction. Showing results to students after the first test would
render the test ineffective when used at a later date. The answers can only be
shown after the second time the test is taken.
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 data will be used by the teacher to evaluate effectiveness of teaching
strateties and work on methods to help future students overcome
misconceptions. This data will not be shared with students or parents, but
consent may be requested in case data is used [anonymously] at a later date for
the purpose of research.
Describe what will occur after the SRS activity: The teacher might decide to
talk about the test in terms of overall statistics for the class, but individual
students will not be addressed. For the most part, class will continue normally
after this test.
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!) I believe that
this type of test will help in addressing the underlying thought processes and
critical thinking skills that lead to misconceptions. If this is done with every class
on a yearly basis, progress/regression can be recorded. It will also help out in
testing new teaching strategies that arise in the future.
Other comments about your SRS Activity (optional): type here
2