STUDENT

RESPONSE AND ASSESSMENT TOOLS

Name: Abigail Kennard
Grade Level: 3rd
Content Area: Math
Standards Addressed: MGSE3.OA.7 Fluently multiply and divide within 100, using strategies such as the
relationship between multiplication and division (e.g., knowing that 8 5 = 40, one knows 40 5 = 8) or properties
of operations. By the end of Grade 3, know from memory all products of two one-digit numbers.

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 the student response tool by going over how to use the
remotes or clickers to my students. We have already gone over this lesson before and now I am checking to
see where students are at.
Describe the purpose of the SRS activity (check all that apply):
Assess Prior Knowledge
Misconceptions

Anticipatory Set (Create Interest in a Topic)

To Illuminate Common

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):

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 students will use clickers to answer the
questions provided on the board. The teacher will make sure all students are participating and keeping
students on task. The only materials needed are the quiz and the clickers to take the quiz. This will take
approximately 20 minutes.
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

1

STUDENT RESPONSE AND ASSESSMENT TOOLS

Provide samples of questions/prompts to be given to students: Solve: 3x5= ?
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 do not want students to feel discouraged. If they need extra help, then they can receive it
later. If they get a few answers wrong in the beginning, I wouldnt want it to affect the rest of their
performance.
Use of data: The date collected will be the results of the summative assessment. It will be used to get a
survey of where the students are. This will not be for a grade, but just for the teacher to use. Individual
information collected will be shared with students and parents at conferences. I will not discuss the results
of the assessment with the class, however just put them in groups based on their level. That is how I will
differentiate for my students.
Describe what will occur after the SRS activity: after the activity, I will put students into groups based
on their math levels and do an extension activity.
Describe your personal learning goal for this activity. I am trying get an understanding of where my
students are at as a class and individually. This will help my students because it will show me what kind of
extra help they need or any enrichment strategies. \
Other comments about your SRS activity (optional):