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STUDENT RESPONSE AND ASSESSMENT TOOLS

Name: CJ Williams
Grade Level: 9th
Content Area: Algebra/Factoring
Standards Addressed: MM1A2. Students will simplify and operate with radical expressions, polynomials,
and rational expressions
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: This quiz would serve as a pretest to gauge the students understanding prior to
beginning the unit. I will instruct the students to get out their laptop, tablet, or phone and log into Socrative
using the classroom code that I provided and take the quiz.
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: The day before the lesson, I would tell
students to bring technology to class. The students will be able to use their phones, computers, other
mobile device, or be given iPads, and I will have them log on to Socrative. To begin the activity, I will have
the students use a unique code to access the quiz. I will then start the quiz. I will allow students to use
pencil and paper and work at their own pace. I would give them time to work approximately 10 minutes or
so.

I can alter certain features in Socrative such as randomizing question order and randomizing the answer
order to keep students from looking at each others screens to maintain integrity. I will encourage students
to choose the best option if they are unsure. They do not need to be anxious about the results because only I
would be able to see their responses, and it will be used to see if they need more review before the test.
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

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STUDENT RESPONSE AND ASSESSMENT TOOLS
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: How do you factor the sum of pefect
cubes? And four answer choices will be provided, with only one being correct.

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?

The correct answer will be covered after the test as a way of introducing the new topics to be covered.
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 analyze the results of the quiz provided for me by Socrative. These results will be used to gauge the
students preliminary understanding of the material to know what areas need to be focused on the most. This
activity will be strictly participation because it is a pretest. Because we are going over the correct answers
after the quiz, the students will know how they did on the quiz. The data will not be used to differentiate
instruction for students initially, but once the quiz is taken again, the individual results will be used to
gauge which students need the most help.
Describe what will occur after the SRS activity: Once the quiz is complete, we will go over each
question to determine the areas we remember the most as a class and the areas we need the most review in.
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!):

My personal goal would be to become an expert in different technologies. I truly think technology is the
way of the future and it is important for us to be able to be able to adapt it to accommodate student needs.
In giving an online quiz of this nature, the grading process changes. I will need to become more familiar
with all the results that the quiz will provide and how to analyze them effectively. I hope this will be a
refreshing change from pencil and paper for students, and that a pretest like this will get them excited about
the new unit.

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