STUDENT RESPONSE AND ASSESSMENT TOOLS

Name: Kelsie Bradford

Grade Level: 1st Grade
Content Area: Math
Standards Addressed: MGSE1.NBT.3 Compare two two-digit numbers based on meanings of the tens
and ones digits, recording the results of comparisons with the symbols >, =, and <.
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)
Tablet (such as iPad)

Smart 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: Before using the SRS activity the students could be taught a new lesson about
less than, greater than, or equal to. They could practice it throughout the week and then at the end of the
week they could take a short quiz which is what the SRS activity would be. I would show the students what
it looks like and I will demonstrate to them how to use it. I would also explain this is an individual quiz and
to not help your partner. If you need help I will come help you.
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): Quizzes

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 activity is only nine questions long so it
should only take them about 30 minutes max to finish it, but it will be student-paced. In other words the
class will not move on until each student has completed the activity. The materials needed would be any
device that the student is able to access the program from such as a computer, tablet, etc. The students will
go through each question and answer them as best they can. The teacher will walk around and monitor the
students as well as help anyone who is stuck.
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

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STUDENT RESPONSE AND ASSESSMENT TOOLS

Provide samples of questions/prompts to be given to students: What is the symbol for greater than,
less than, and equal to? Fill in the blank: 45 ___ 42. True or False: 70 = 71.
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? This way the student will be able to see the right answer if they got it wrong. It will also
give them an explanation about why the answer is what it is.
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 will
allow the teacher to see which students understand about this subject area and what they need to work on. It
will be used every now and then because it can become tiresome if used all the time, but it will be used by
the students. Sometimes this activity will be used as a grade and sometimes it will be used as extra practice
before taking a test. The students could even use this at home to practice what they are learning about in
class. Sometimes the questions and the answers will be discussed with the class; this will depend on how
the well or not so well the students do on the activity at the time.
Describe what will occur after the SRS activity: After the activity is done, if used for a grade, the class
will continue on to something else in class that day. If used as practice, once everyone has completed the
activity, we will go through it as a class and discuss the questions and answers.
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 hope it will allow students to remember the difference between greater than, less than, and equal to. Im
trying to use this as not only a grading method, but also as an informational activity as well because they
will get automatic feedback on their answers.
Other comments about your SRS activity (optional): I will definitely be using Socrative in the future!
Its super easy to use and can be effective in the classroom.