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STUDENT RESPONSE AND ASSESSMENT TOOLS

Name: Justin Prather


Grade Level: 12th
Content Area: Economics
Standards Addressed:
SSEPF1 The student will apply rational decision making to personal spending and saving choices.
a. Explain that people respond to positive and negative incentives in predictable ways.
b. Use a rational decision making model to select one option over another.
c. Create a savings or financial investment plan for a future goal.
SSEPF2 The student will explain that banks and other financial institutions are businesses that
channel funds from savers to investors.
a. Compare services offered by different financial institutions.
b. Explain reasons for the spread between interest charged and interest earned.
c. Give examples of the direct relationship between risk and return. d. Evaluate a variety of savings
and investment options; include stocks, bonds, and mutual funds.
SSEPF3 The student will explain how changes in monetary and fiscal policy can have an impact on an
individual’s spending and saving choices.
a. Give examples of who benefits and who loses from inflation.
b. Define progressive, regressive, and proportional taxes.
c. Explain how an increase in sales tax affects different income groups.
SSEPF4 The student will evaluate the costs and benefits of using credit.
a. List factors that affect credit worthiness.
b. Compare interest rates on loans and credit cards from different institutions.
c. Explain the difference between simple and compound interest rates.
SSEPF5 The student will describe how insurance and other risk-management strategies protect
against financial loss.
a. List various types of insurance such as automobile, health, life, disability, and property.
b. Explain the costs and benefits associated with different types of insurance; include deductibles,
premiums, shared liability, and asset protection.
SSEPF6 The student will describe how the earnings of workers are determined in the marketplace.
a. Identify skills that are required to be successful in the workplace.
b. Explain the significance of investment in education, training, and skill development
Student Response Technology Used:
NearPod Socrative PollEverywhere iRespond Today’sMeet 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 is to be used as a unit review activity. Therefore, it covers a wide array of
standards. Students will have engaged in multiple days of lecturing and activities, which will have taught
them the necessary content material, before they complete the Socrative quiz. I will introduce the activity
the day before there Unit 5 Exam as a quick final review for their test. Students will complete it at the
beginning of class. This way I can measure what they do well on and what we need to review in detail
before the test. It will help me weed out information that does not need to be retaught and identify topics
that do.

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STUDENT RESPONSE AND ASSESSMENT TOOLS
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.):
Students will work through the Socrative activity at their own pace. It is exactly as if they were taking a
computerized quiz or test. The only difference being that this program is Internet based. Students should
proceed through the questions and take note of any of them they get wrong. They should also jot down any
questions they have about the material covered in the quiz. This way students will know exactly what
questions to ask when the teacher further reviews for the Unit 5 exam. The teacher during this activity will
circulate around the classroom and ensure that every student is completing the activity on their own. The
scores will be invalid if students work together.
Students will need Ipads or computers to complete the Socrative quiz. The will also need my classroom
number for Socrative which will allow them to log into the system. Altogether, the Socrative quiz should
take 10 to 15 minutes max. Students will need to work through the assessment at a steady pace. As this is
only an introduction to the Unit 5 review they should not take a great amount of time completing it. Once
all students are complete, I will access which questions and content areas where they had the poorest
performance and focus on them for the remainder of the review lesson.
Bloom’s 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:
What type of money is used in the United States?
Are checks a form of representative money?
Which of the following is the best example of a type of money that exhibits the characteristic of Durability?

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

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STUDENT RESPONSE AND ASSESSMENT TOOLS
Why or why not? I believe students should be provided with immediate feedback to help them judge what
areas they need to study more specifically or the Unit 5 Test.

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 data will be used by the teacher to inform them which topics they should stress in their review of the
Unit 5 material. The data will also be used by students to help them see which information they should
specifically study for the test.
Describe what will occur after the SRS activity: After the activity, I will access the students scores. Then
I will review the most missed questions with the students. Finally, I will allow the students to ask any
questions they have about any Unit 5 content material. After addressing all students’ questions, I will try to
play one last review game with my students to cement their understanding for the unit test.
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 is helping me learn how to use a new online SRS to access student data and alter my instruction based
on it. I hope to learn how to become more comfortable with incorporating SRS in the classroom without a
lot of hassle. I hope it will help my students learn by reviewing material with them. However, I also hope it
will help them learn by providing me with more accurate data as to what information I need to explain in
more depth to my students.
Other comments about your SRS activity (optional): I found Socrative to be a very useful tool and also
very easy to operate.

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