STUDENT RESPONSE AND ASSESSMENT TOOLS

Name: Amaris Williams

Grade Level: 2nd
Content Area: Mathematics
Standards Addressed: MGSE2.NBT.1Understand that the three digits of a three-digit number represent
amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones.
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: There will be several days to a couple weeks on instruction about place value.
The student will have been introduce and had practice identifying place values. I will tell the students that
we are going to do a quick quiz, but we are doing it on computers and their score will come to me as soon
as they are done.
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: During the SRS activity the students will
complete the quiz alone. The teacher will walk around the classroom to ensure that the students are using
their own knowledge to complete the quiz.
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
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: The digit 6 is in which place value in the
number 69? The digit 3 represent, which place value in the number 123?

STUDENT RESPONSE AND ASSESSMENT TOOLS

Right/Wrong Answers: Will there be right/wrong answers to these questions?
Mixed (Some will have correct answers, others will not.)

Yes

No

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 will preselect correct answers to questions that I anticipate the students to struggle with.
I will review these questions to help the students see where they went wrong.
Use of data: The data collected will help to determine if the instruction was effective in help students
learn. If the data is not good, then I know that instruction has to be changed. This data can be shared with
other teachers on the grade level for feedback The data will also be shared with parents, so that they can
track their child progress.
Describe what will occur after the SRS activity: I will have different assignment prepared that correlate
to the questions on the assessment. After the assessment I will use the data to determine which worksheets
the students will work on. The students will work on problems that they struggled with on the assessment.
Describe your personal learning goal for this activity. I am using this activity to collect data of students
understanding of instruction. I will use the student response system to grab the attention of the students
through the use of technology
Other comments about your SRS activity (optional):