STUDENT

RESPONSE AND ASSESSMENT TOOLS

Name: Rachel Mixon
Grade Level: 4th
Content Area: Social Studies
Standards Addressed: SS4H6 The student will explain westward expansion of America between 1801 and
1861.
4T6a. Understand and use technology systems.
Student Response Technology Used:
NearPod x Socrative
PollEverywhere

iRespond

TodaysMeet

Technology that students will use to respond to questions/prompts:

Computer
Hand-held student response system (such as iRespond)
Tablet (such as iPad

Other:

Phone

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: Students will complete a game review over the Reconstruction era. This will
help review the students for their quiz they will taking on Socrative via iPads..
Describe the purpose of the SRS activity (check all that apply):
Assess Prior Knowledge
Misconceptions

To Illuminate Common

Formative Assessment of Content Knowledge (for purposes of differentiation and

mastery for ALL students)

Survey/Poll

Anticipatory Set (Create Interest in a Topic)

Summative Assessment of Content Knowledge

Discussion Starter

Homework Collection

Test Preparation

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?):
Students will be using the iPads to take a quiz over reconstruction. This activity will only take around 20
minutes. The students will take the quiz for a review summary for the teacher to review if students are
ready for the unit assessment. Students will take the quiz with the iPad via Socrative which will look
anonymous to the students, but the scores will be sent to the teacher. The quiz will be taken in our
classroom on Socrative.
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

1

or fill in the blank

STUDENT RESPONSE AND ASSESSMENT TOOLS

Longer open-ended response

Provide samples of questions/prompts to be given to students: What were the purposes of the 13th,14th,
and 15th amendments?
Right/Wrong Answers: Will there be right/wrong answers to these questions?
Mixed (Some will have correct answers, others will not.)

Yes

No

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? To review correct answers with students so they can better study for their unit
assessment.
Use of data: The data from this quiz will be used as a formative grade. This formative grade will be used
for the teacher to know what material the students are succeeding in and which material they are struggling
in on the reconstruction unit before the unit summative assessment.
Describe what will occur after the SRS activity: The students will look over the quiz as a whole and see
what answers they got correct and which ones they got wrong.
Describe your personal learning goal for this activity. This activity will be the first time using the iPads
with the Socrative system. It will be my first time setting up this system and corresponding it with the
students gradebooks.
Other comments about your SRS activity (optional):