STUDENT

RESPONSE AND ASSESSMENT TOOLS

Name: Olivia Patterson
Grade Level: Kindergarten
Content Area: Science
Standards Addressed: SKL1. Obtain, evaluate, and communicate information about how organisms
(alive and not alive) and non-living objects are grouped.
Student Response Technology Used:
NearPod
Socrative
PollEverywhere

iRespond

TodaysMeet

Technology that students will use to respond to questions/prompts:

Computer
Hand-held student response system (such as iRespond)
Tablet (such as iPad

Other:

Phone

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: I will introduce students to the concept of living things versus nonliving by
asking each student to name one nonliving thing and one living thing. I will write this on an anchor chart
separating the page into two sections, nonliving and living. Tell the students that they will be learning about
the different characteristics living and nonliving things have. If needed define and give examples of
characteristics and what that term means. Have students do some more brainstorming about the
characteristics of living things and nonliving. After brainstorming have students keep their own reflective
lists for the end of the lesson to look back on. Define living and nonliving in scientific terms. Have students
take the Socrative pre-test using their tablets or desktop computers. This test will allow the teacher to see
where students stand in knowing the differences between nonliving and living things.
Describe the purpose of the SRS activity (check all that apply):
Assess Prior Knowledge
Misconceptions

To Illuminate Common

Formative Assessment of Content Knowledge (for purposes of differentiation and

mastery for ALL students)

Survey/Poll

Anticipatory Set (Create Interest in a Topic)

Summative Assessment of Content Knowledge

Discussion Starter

Homework Collection

Test Preparation

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 Students will take a pre-test using the
response system. There will be questions about living and nonliving things. As the teacher I just want to see
what previous knowledge students hold on the subject.
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

STUDENT RESPONSE AND ASSESSMENT TOOLS

Types of questions/prompts (Check all that apply):
Multiple choice
or fill in the blank

Multiple Select

True/False

Yes/No

Short open-ended response

Longer open-ended response

Provide samples of questions/prompts to be given to students:

Right/Wrong Answers: Will there be right/wrong answers to these questions?
Yes
No
Mixed (Some will have correct answers, others will not.) Which is NOT living? True or False All
living things breathe, reproduce, and grow.
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? Yes, I would love to see how students respond.
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.) This assessment will allow me to know how to
teach the topic and what all information needs to be stressed. It also permits me to create lessons that are
differentiated based on which students know more about a certain section of the subject. The pre-test will
not be for a grade, more for teacher use.
Describe what will occur after the SRS activity: After the SRS activity the teacher will continue the
lesson on nonliving versus living things using videos and pictures to reach all visual learners. There will be
emphasis on whether all living things move, if plants are living, and why rocks are not considered living.
The lesson will have many clarifying points.
Describe your personal learning goal for this activity. : I am using technology to activate prior
knowledge, which is new. I am hoping the students will respond to the test in a fun and interactive way. I
want the students to be excited about learning this topic and my goal is that they come away from the test
with more questions than answers.
Other comments about your SRS activity (optional):