STUDENT RESPONSE AND ASSESSMENT TOOLS

Name: Kaitlyn Greene

Grade Level: First Grade
Content Area: Mathematics
Standards Addressed:
MGSE1.OA.7 Understand the meaning of the equal sign, and determine if equations involving addition
and subtraction are true or false.
MGSE1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of
adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions,
e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent
the problem.
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) Phone
Tablet (such as iPad 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 this activity, the students have learned all about addition and subtraction of numbers within 20.
They have worked in small groups practicing these equations. In addition, the students have solved word
problems involving some of these equations. They have compared numbers to each other in terms of
greatest and least. Prior to this activity the students have been engaged as a whole group. The teacher has
gone over any confusion that the students have had in their small groups.
When introducing this activity, the students will be told they are going to use a special object called a
clicker. They will be told that since they have behaved so well they are able to use these special clickers.
The teacher will explain that the students have to be very careful with the clicker they are given. The
students will be engaged with this activity by choosing the answer they think is best.
Describe the purpose of the SRS activity (check all that apply):
Assess Prior Knowledge Anticipatory Set (Create Interest in a Topic) To Illuminate Common
Misconceptions 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:
At the beginning of this activity, the teacher will assign each student a clicker. This way the teacher will
be able to know who got the answers wrong after the iRespond is over. The students will answer each
question that comes on the screen in front of the entire class. They will be able to use scratch paper to work
out the problems if needed. After all of the students have answered the question, the teacher will go to the
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next question. During this assessment, the teacher will not be looking at who got the answers wrong until it
is over. By doing this, the teacher can walk around during the testing making sure the students are working
out the questions and not just guessing.
Materials needed for this activity is a scratch piece of paper, a clicker, and a screen/board. The scratch
piece of paper is for the students to workout their equations. The clicker is for the students to choose the
best answer for the question. The screen/board is for the teacher to use to display the questions in front of
the entire class. This activity should take 15-25 minutes. There are only 9 questions for the students to
answer. This SRS activity involes true/false questions, multiple response questions, multiple choice
questions, and fill-in questions.
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 Multiple Select True/False Yes/No Short open-ended response
or fill in the blank Longer open-ended response
Provide samples of questions/prompts to be given to students:
- Claire gave 5 gumballs to Morgan and 4 gumballs to Larry. How many gumballs did she give away?
- True or False. 15-6=8

Right/Wrong Answers: Will there be right/wrong answers to these questions? Yes No

Mixed (Some will have correct answers, others will not.)
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 display the correct answers after the activity is over. This way the students arent
having to pause their thinking process in between every question.
Use of data:
The data from this activity will be collected as a summative assessment. It will be awarded to the
students as a grade. It will be used by the teacher to analyze any confusion the students may have. From
that point, the teacher can go back over what the students need help on individually and as a class. The data
will be shared with the students individually to help them focus on their main confusion with the questions
that were asked. The teacher will also discuss the data anonymously with the whole class with how the
students done on each question. This data will be sued to differentiate instruction by putting the students
into small groups according to what questions they got incorrect. In those small groups, there will be
different activities for the students to do based on the group they are in.
Describe what will occur after the SRS activity:
After the SRS activity, the students will complete a project in small groups. They will create a picture of
a word problem from the summative assessment. Those questions and answers will be displayed on the
board in front of the entire class. This project will include the question and answer and the picture to go
along with it. The students will work together in their groups to complete this activity.
Describe your personal learning goal for this activity.
I have not given out the data individually to each student. So that part with will be new to the students.
From this activity, I hope that the students learn to take their time and workout their problems. This activity
will help the students learn through being actively engaged with the class. After the test, the students will
also be able to look at how the class done on each question.

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Other comments about your SRS activity (optional):