STUDENT RESPONSE AND ASSESSMENT TOOLS

Name: Brooke Morgan

Grade Level: 6th

Content Area: Mathematics

Standards Addressed: MGSE6.NS.5 Understand that positive and negative numbers

are used together to describe quantities having opposite directions or values (e.g.,
temperature above/below zero, elevation above/below sea level, debits/credits,
positive/negative electric charge); use positive and negative numbers to represent
quantities in real-world contexts, explaining the meaning of 0 in each situation.

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: The SRS activity will be a review to see what the students have
comprehended for that day.

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 (For example: What will students do? What
will the teacher do? What materials are needed? How long will the SRS activity take? The overview should
be a minimum of 2 paragraphs.): I will have created questions about negative and positive numbers
based on the lesson that has just been taught in class. The students will all get their assigned device
and respond to the questions. Students are not allowed to use any notes during this time. This
assignment will not be graded but it is a way for me to access students to see if they are
comprehending the lessons I am teaching. No other materials will be needed from the students I will
be providing the Irespond clickers. The SRS activity should not take too long. I want the questions to
be approximately 8-10 questions long.

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 STUDENT RESPONSE AND ASSESSMENT TOOLS
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:
Which way on a number line are negative numbers? A. Left B. Right C. Both D. Middle
Which way on a number line are positive numbers? A. Left B. Right C. Both D. Middle

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 immediately show the answers when the students get an answer wrong so they
can be corrected and understand then why that is the correct answer.

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.) I will be able to see which students got
questions wrong and right. I want to see if the students are grasping what I am teaching. The data
will only be seen by me and the students will see after each question if they got it wrong or right.

Describe what will occur after the SRS activity: After the SRS activity I will go over all the questions
and explain the correct answers to the class. For the questions that were most frequently missed I will
provide another example for the students to complete after I explain the concept again.

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 to learn
from this activity the challenges that my students are facing when comprehending lessons that are
being taught in class.

Other comments about your SRS activity (optional):