STUDENT RESPONSE AND ASSESSMENT TOOLS

Name: Breona Burns

Grade Level: First Grade
Content Area: Math
Standards Addressed: MGSE1.OA.1 Use addition and subtraction within 20 to solve word problems
involving situations of adding to, taking from, putting together, taking apart, and comparing, with
unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the
unknown number to represent the problem.
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) 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: Before the SRS activity. There will be a lesson taught on addition and
subtraction. This will include objects and visuals to represent word problems. This will be something that is
taught repetitively in different ways for students can learn.
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 During this activity the students will each be
given an iPad. This is all the materials they will need to do this activity. They will then log-in to the website
to access the quiz. It will be a 10 question quiz and the students will be given 15-20 minutes to complete the
quiz. If they finish before then then we will discuss the questions and answers.

During the time of the activity the teacher will be walking around to monitor the students. The teacher will
help if any student has questions and will not give the answers to the problems. After the activity is over,
the students will take their iPad to their designated locations. We will then review the class answers and
grades on the ActiveBoard. I will review any problem that is not understood to the students.
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

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 STUDENT RESPONSE AND ASSESSMENT TOOLS
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: Emily has 4 cookies. Her mother gave
her 5 more. How many cookies does Emily have? (Multiple Choice). If Danna had 10 roses and 2 of
them blew away, Danna has 12 roses now.(True/False)

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? Yes, I will show the correct response to the class after the activity. I think this should be
done for the students can see what they got wrong. The students need to see what the correct answers are. If
they see the correct answers, then they are more than likely to get them right the next time. I will not show
the students who got what answers wrong.
Use of data: This activity can be used to give a grade. It is used for test preparation and also practice. This
could be used as a pop quiz or just a regular quiz for students. The data that I will get from this will tell me
who understands the content and who doesnt. I will know if there are any issues on my end. If majority of
the students do terrible on the quiz, then I am not teaching the content correctly. I then will stop what I am
doing and go back and reteach the lesson. The students will see the information collected from the quiz.
They will see what answer the class got correct but they will not see what individual student got what right.
Describe what will occur after the SRS activity: After the activity, I will evaluate the information from
the student response activity. If most students had trouble with most of the same problems, then I will go
back and re-teach this section. That means that I did not teach that lesson well and I need to reevaluate my
teaching method when teaching that section. If the students did well on the activity, there will be a brief
discussion about it.
Describe your personal learning goal for this activity. With this activity, I am trying to see how well the
students learn from doing something different. Instead of the regular quiz, pencil and paper, I want to see if
they learn and understand better by doing something fun. I want this activity to give the students who dont
participate much in class a voice. They will be able to participate and answer questions without speaking.
Once these students see they really are getting questions right, maybe they will be more willing to answer
questions and participate in class. I hope this will keep students focused. Childrens attention spans are
short when they are doing something that they are not interested in. If this is interesting to them, then thy
will be more focused and able to learn.