STUDENT RESPONSE AND ASSESSMENT TOOLS

Name: Carly Manning

Grade Level: 2nd
Content Area: Mathematics
Standards Addressed: Fluently add and subtract within 20 using mental strategies.
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: Prior to the acitiviy, I will go over the addition and subtraction we have
learned so far. The activity is to test their knowledge on the subject.
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 The students will have a certain amount of
time to complete the multiple choice quiz. The questions are asked to see if the student has retained the
information or not.
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: 15+16; 7+4=11 true of false

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
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STUDENT RESPONSE AND ASSESSMENT TOOLS

Why or why not? I think it is important for students to see how they did.

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 students answers will be sent
immediately to the teacher. This will be used for the teacher to tell how well the students are learning
the information. The teacher will share this information with the students if needed. I would use the
anonymous data to help the class, those who are visual learners will benefit from this.
Describe what will occur after the SRS activity: After the activity, the class will go over the answers
so they can see how they did. From there, the teacher will focus on which concept the class needs the
most help with.
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!) : This activity will
help me gauge how well the students are picking up the information. I think it will also help the
students see how far along they have come.
Other comments about your SRS activity (optional):