STUDENT RESPONSE AND ASSESSMENT TOOLS

Name: Maya Pitcher

Grade Level: 3rd Grade
Content Area: Social Studies
Standards Addressed: SS3H2 The student will discuss the lives of Americans who expanded
peoples
rights and freedoms in a democracy.
a. Paul Revere (independence), Frederick Douglass (civil rights), Susan B. Anthony
(womens rights), Mary McLeod Bethune (education), Franklin D. Roosevelt
(New Deal and World War II), Eleanor Roosevelt (United Nations and human
rights), Thurgood Marshall (civil rights), Lyndon B. Johnson (Great Society and
voting rights), and Csar Chvez (workers rights).
Student Response Technology Used:
NearPod Socrative PollEverywhere iRespond TodaysMeet Other: Quizlet
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: In class we will have gone over each described individual and their
contributions to American democracy. At this point, I would introduce the SRS Quizlet I have made and
show the students how it works and the various activities they can do with the material I have provided for
them. I will have each student write down the website and request that they use this as their study guide in
class and at home.
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 this point in the lesson, the student would have notes and graphic organizers about the studied
individuals. The students will use their acquired materials to do the Quizlet review. The review consist of
matching the names of the individuals to their corresponding pictures or a description of their
accomplishments. Students will take their notes to a device of their choice (computer, tablet, phone, etc.)
and go to the Quizlet Website address I have provided for them and they will complete the activity as many
time as they feel comfortable with.
This review is completely student paced. Most of the Quizlet activities are fashioned as games. Therefore
engaging the student to perform at a better rate than their initial try. However, the student is not forced to be
1
 STUDENT RESPONSE AND ASSESSMENT TOOLS
done with the assignment within a particular time frame. After the students have had a chance to do the
activity on their own, as a class we can do the activity and even make it into a competitive game. Team
against team if the students are up for it.
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: Students will be given a name such as
Thurgood Marshall and a description of something he did This person was the first African American to
serve as a Supreme Court Justice. There will be other names of individuals and descriptions mixed in and
the student will have to sort through all of them to match the corresponding two.

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? Again, this activity is a review so the student will have the answers they need in their
notes. However, I want the students to be able to see their mistakes and perhaps compare their answer to the
correct one to see where they may have made an error.
Use of data: There will not be any data formally collected. In the whole class review, I will be able to see
who is getting the material and who isnt. Once I have a fair understanding of what the majority of the
students are understanding and what they arent, then I can edit my review to better suit the needs of my
students.

Describe what will occur after the SRS activity: After the SRS activity, we will have a summative
assessment of the unit.
Describe your personal learning goal for this activity. I am trying to give my students independent
accountability for their success on the assessment. I am hoping that I will not have to micromanage my
students by making this kind of review graded. I want to gain feedback from my students by doing this. Did
they like it or not? Why or why not? How could I have done it differently?
Other comments about your SRS activity (optional):