STUDENT RESPONSE AND ASSESSMENT TOOLS

Name: Sarah Jo Greer

Grade Level: 4th Grade
Content Area: Science
Standards Addressed: S4E3. Obtain, evaluate, and communicate information to demonstrate the
water cycle.
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: The teacher will use InterActiv presentation focused on the water cycle. Each
page will have content based around the water cycle (specifically what the students will later be quizzed on
through Socrative). It is an interactive presentation that engages the students and keeps them involved,
giving them a great opportunity to learn the content prior to the quiz.
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?): After the InterActiv
lesson, students will grab their clickers from their dock and return to their seats. The teacher will release the
test to the students on their clickers. As the answers come in, the teacher will be observant and mindful of
incorrect answers. If there is a reoccurring incorrect answer, the teacher will have to set aside time whether
it be immediately after the quiz or later in the day to cover the incorrect content to make sure the students
feel confident in the entire subject.
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

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STUDENT RESPONSE AND ASSESSMENT TOOLS

Provide samples of questions/prompts to be given to students: #6 When water vapor cools into a liquid
its called: A. condensation B. transpiration C. sublimation D. precipitation (A. condensation).
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? This will serve as a great review for the students. This is important to go over
immediately after the test to help them remember the correct answer and why or why not they were correct.
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 will be the students knowledge from the quiz and lesson prior to the quiz. The teacher
will take it to evaluate whether or not the student has gather full understanding on the standard given.
Whether or not they do, the teacher should continue with some sort of hands on activity for the students to
create or manipulate so that they have an opportunity to further dive into the content.
Describe what will occur after the SRS activity: After the activity the teacher and students will go over
and review the quiz. The teacher will answer any questions the students have to clear up any wrong answers
the students may have chosen on the quiz. The teacher, on their own, will look over the content to see if
there is a different route they must take to get a portion of the standard across to the students.
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 quiz is to serve
as a review and to check the progress of students. It will demonstrate whether they truly know the content
or not. Although the content on the quiz was incorporated in the lesson prior to it, it wasnt drilled in their
brain, making the students stay attentive and alert throughout the lesson leading up to the quiz.