STUDENT RESPONSE AND ASSESSMENT TOOLS

Name: Josh O’Kelley

Grade Level: 9th
Content Area: World Geography
Standards Addressed:
• SSWG1 Explain why physical characteristics of place such as landforms, bodies of water, climate, and natural resources act as
contributing factors to world settlement patterns.
• SSWG2 Evaluate how the physical and human characteristics of places and regions are connected to human identities and
cultures.
• SSWG4 Assess the characteristics, spatial distribution, and migration of human populations on the earth’s surface.

Student Response Technology Used:

NearPod Socrative PollEverywhere iRespond Today’sMeet Other: Kahoot!
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: Instructional activities include a Basic Geographic worksheet that details the
information concerning things such as latitude, longitude, the oceans, continents, what history is, and
source types, etc. The teacher will provide students with sufficient time to complete the worksheet, and the
SRS will be used the next day in class to help as a formative assessment to see where students are
understanding the content, and where the teacher should spend more time discussing the material. The
teacher can use the SRT of Kahoot! to help gauge student’s knowledge as well, if wanting to use the
activity as a “pre-test.”
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: This will be a student-paced SRS, so the
teacher will simply be monitoring the students during the activity to ensure that all students are remaining
on-task, and no simply playing on their phones. During the SRS activity, students will be directed to place
the code into their Kahoot! through their phones, and then begin the assessment. As it is student-paced, they
will have the option to move ahead as necessary. When students finish the assessment, they will sit quietly
until the teacher is ready to move onto the next segment of class, which would include covering more of the
basic geographic concepts, and developing map-skills.

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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:
1. Name the line that divides earth in half (horizontally).
2. 13. Name the Ocean located on the East coast of North America and the West Coast of Europe.
3. 16. What is the definition of Primary Source

**Similar questions throughout the assessment with a total of 20 questions.

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? I want my students to be able to receive feedback so that they can know what they need
to review on a personal level, while I review what the general class population missed. This allows me to
re-teach content that was struggled with by a majority of the students, and have students help those that
struggled through peer instruction, while also allowing me to target individual needs as necessary.
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 collected in this assessment will be used by the teacher to gain knowledge of what the students
in the class know, and what they do not understand quite as well. This data can also be taken to department
meeting to share with other Geography teachers to compare if the entirety of the student population is
missing certain concepts, or if it is missed concepts based on a class specific difficulty. (This could include
method of instruction, learning styles, etc.) Data collected from this will not be used to award a grade, but
could be if the teacher desired to use it as a formative assessment to test if students had done their work in
class or at home as directed. Information gained will be shared with the individual students with whom the
information is directly involving but will not be shared with students outside of this assessment. Meaning,
other students cannot see individual student grades, only their own grade. I will also discuss where the class
missed most of the questions as well as where the class was strongest in terms of content knowledge to
keep students involved in the on-goings of the class, and not allowing them to simply “zone out.”
Differentiation for students is done by design when using this SRT, and as such, no further differentiation
would be done with this lesson plan, but the information gained from this lesson would be used to
differentiate instruction in following lessons.
Describe what will occur after the SRS activity: After the SRS activity, the teacher will move on to the
next segment of the class, which would include reviewing the content missed most by the students, as well
as letting students know what they did well on, so that they will know they do not have to study that
information as much as they might have. The teacher will also allow students to ask questions to cover
comprehension of the material so that the entire class, or individual students can begin to understand
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exactly why they missed certain questions, and what they can do to improve that skill whether it is map-
reading or atlas chart reading.
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!):

I have not used an SRT like this before, so with using this I am attempting to become more familiar with
the platform, as well as all of it’s informational uses outside of assessing students. I am also looking for
ways to increase the usefulness of this platform, as well as tie it into more methods of instruction such as
using it for warm-ups, and introductions to new content. This would allow me to direct my teaching based
on the knowledge of my students. I hope this would help students learn by presenting content in a new and
fun way, as most students at the high school level are very competitive and I think that placing it in a
competition context would cause students to be more engaged and willing to participate.
Other comments about your SRS activity (optional):