STUDENT RESPONSE AND ASSESSMENT TOOLS

Name: Tamera Tillman

Grade Level: 3
Content Area: Mathematics
Standards Addressed: MGSE3.OA.7 Fluently multiply and divide within 100, using strategies such as
the relationship between multiplication and division (e.g., knowing that 8 5 = 40, one knows 40 5
= 8) or properties of operations. By the end of Grade 3, know from memory all products of two onedigit numbers.
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)
Tablet (such as iPad

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: This lesson will be about mathematics. To introduce my lesson, I will begin
with asking the students what they know about multiplication and division. We will then go over a few
multiplication and division problems. But I will explain to them that we will not be multiplying and
dividing numbers that go over 100.
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?):
During the SRS, the students will actively engage with each other to understand and figure out
multiplication and division problems. The students will be placed in groups after I explain the lesson to the
students. The teacher will walk around and actively listen and make sure the students are understanding
everything that they are doing. The materials needed will be the computers, pencils and paper for the
students to access the SRS and solve the answers for the quiz that was created. The SRS activity will take
up approximately 30 minutes to ensure that the students completely understand what they are doing.
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

STUDENT RESPONSE AND ASSESSMENT TOOLS

Types of questions/prompts (Check all that apply):
Multiple choice
or fill in the blank

Multiple Select

True/False

Yes/No

Short open-ended response

Longer open-ended response

Provide samples of questions/prompts to be given to students: See additional PDF

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? I think that it will be good for the students to understand what they got wrong directly
after the lesson. This allows the students to be able to see what they need to study and improve in before the
actual test.
Use of data:
The data that will be used as a result of this activity is how well the students understand what is being
taught to them. This information will be used to show what needs to be looked over in my class and it could
be used for other classes as well. This information could also be used to show the parents what the students
are doing well in and what they need to improve in. The parents would be able to help the student become
better prepared for the next lessons to come or even the next assessment. I will display the data
anonymously to the class because you do not want any child to be singled out for any reason.
Describe what will occur after the SRS activity: After the SRS activity, I will give the students extra
practice of the lessons for homework and also classwork. Then I will place them in groups so that they will
help each other better understand what is going on. The last thing I will do is assess the students with a test.
This test is to understand how well the student understood everything that was going on in the lesson given.
This test will also help me to better understand what the students need to improve in.
Describe your personal learning goal for this activity:
My learning goal for this lesson would be using Socrative to create an assessment for the students. What I
hope to learn from this is how to properly access the tool, use it and be able to explain it to the students in
the classroom. I hope students will become familiar with the tool so that they are able to use it freely and be
able to use it on their own and even be able to create their own assessment. They can also use this to create
a pool of questions that I can use to make in to an assessment for the students.
Other comments about your SRS activity (optional):