STUDENT

RESPONSE AND ASSESSMENT TOOLS

Name: Kayla Kroeger
Grade Level: 5th Grade
Content Area: Science
Standards Addressed:
S5L3. Obtain, evaluate, and communicate information to compare and contrast the parts of plant and animal
cells.
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: Before the SRS assessment, students will have completed the unit on plant
and animal cells. This activity will act as an in-class review before their test the following day.
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: Students will log into their iResponds using
their student ids. Students will then be given a limited amount of time to answer each question after it
appears on the board. After time is up, the lesson will display how many students got the correct answer,
how many go the wrong answer, and how many did not answer. This allows them to see their mistakes and
focus on what they have to study more that night. After answering all the questions, when students go to log
out they will be shown a grade of their overall knowledge and preparation for the upcoming 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
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:

Questions and Answers displayed above.

STUDENT RESPONSE AND ASSESSMENT TOOLS

Right/Wrong Answers: Will there be right/wrong answers to these questions?
Yes
Mixed (Some will have correct answers, others will not.)

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? By having pre-selected answers, it allows the ability to fit in more questions instead of
having to go over each individual answer as a class.
Use of data: Data will be collected through the students submitting their answers. It will help the teacher to
decide which questions to use on the test. It also allows the students to correct their answers and figure out
what they need to study. Other than the teacher, the individual is the only person who knows their score and
what they answered.
Describe what will occur after the SRS activity: Students will be able to view their personal scores and
see what they would have possibly made on the test. Students will then take this knowledge and change
their study habits to fit their needs. The teacher will also use this data to look and see if any questions from
the test need to be thrown out, due to drastically low scores on a particular question.
Describe your personal learning goal for this activity. I will personally learn how to integrate higher
forms of technology and individualism into my classroom, with giving up control. I hope my students will
be able to take away that they are in charge of their studying habits from an early age.