Student Response and Assessment Tools

Lesson Idea Name: Out of This World

Content Area: Science
Grade Level(s): 4th Grade
Content Standard Addressed: S4E1. Obtain, evaluate, and communicate information to compare and
contrast the physical attributes of stars and planets.

Technology Standard Addressed: Knowledge Constructor

Selected Technology Tool:

☐ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☐ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable): https://b.socrative.com

Technology that student will use to respond to questions/prompts:

☐ Computer ☐ Hand-held student response system (like iRespond) ☐ Phone ☐ Tablet (such as iPad)
☐ Other wireless device (such as iPod Touch)
Type of session:
☐ Teacher-Paced ☐ Student-Paced
Bloom’s Taxonomy Level(s):
☐ Remembering ☐ Understanding ☐ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Universal Design for Learning (UDL): When participating in the Socrative Formative Assessment Quiz,
students are engaged as the technology recruits interest, allows students to self-regulate as the assessment is
student-paced, and provides the teacher with mastery-oriented feedback to offer the student.

Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.
Students will have previously participated in gathering information about stars and planets using text found in
the classroom and the internet. Students will have previously created a narrated Powerpoint where they had
organized their knowledge about the sun and the stars. To introduce the SRT activity, I would facilitate whole
group discussion incorporating the questions students will later encounter on the Socrative quiz. Together,
with their research and our discussion, students should be well equipped to answer the questions on the
Socrative quiz with their partner.

Describe the purpose of the SRT 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 purpose of differentiation and
mastery for ALL students) ☐ Summative assessment of content knowledge ☐ Test preparation
☐ Survey/Poll ☐ Discussion starter ☐ “Homework” collection ☐ Other (please explain):

Briefly describe what will happen DURING the SRT activity: During the SRT activity, students will access
the Socrative quiz using a code presented on the board. The student will have the jurisdiction to choose
whether or not they would prefer to work alone, or with their partner. Using their device (phone, tablet,

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 Student Response and Assessment Tools
laptop, desktop, etc.) they will journey through the Socrative Quiz and answer the questions to the best of
their ability. As the teacher, I have real-time access to their results and their progress. This allows me to see
who is showing difficulty, or is off-task, along with those who may benefit from digging deeper into the
content. The activity should not take very long at all, perhaps 10 minutes at most. The student results are
available long-term as well for data use.

Type of questions/prompts used in this activity (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

If you are unable to provide a working sample of your questions, please list them below (8-10):
Please see the working sample provided below.
Right/Wrong answers: Will there be right/wrong answers to these questions?
☐ Yes ☐ No
☐ Mixed (Some will have correct answers, other will not.)
Immediate corrective feedback: Will you pre-select correct answers to some of all of the questions and
display correct response to the class after the SRT activity?
☐ Yes
☐ No
Why or why not?
Allowing students to self-assess is a healthy and productive skill. I would only do this, however, when and if
students identity may remain anonymous, as some students may feel embarrassed if they got the answer
wrong and I never wish to publicly shame my students.

Describe what will happen AFTER the SRT activity?

How will the data be used? Student responses will be collected in real-time, but available even after the
activity has ended and the code has been disabled. The data received will be used to formatively assess
students understanding of the similarities and differences of the physical attributes of the sun and planets, as
well as their knowledge regarding basic Solar System facts. The information collected from this activity will
not be used for a grade, but rather a guidance tool for instruction moving forward. After the SRT activity, we
will reconvene for a whole group discussion regarding the correct answers, allowing students to self-assess
their understanding.

Describe your personal learning goal for this activity. My personal learning goal is to see if students working
together with their peers on this formative assessment activity produces better results or poorer results. In
this class, we have never worked as partners on an assessment. Hopefully, students will be involved in
content-based discussion and will learn from one another.

Reflective Practice: I believe this lesson idea has the ability to enhance student learning and cooperation.
Ultimately, it’s wise to know your students, and your class as a whole, and make decisions that make sense
and promote the likelihood for success overall. If my class tends to get easily off topic when working in pairs
or groups, for an assessment activity, it may not be wise to determine their content-knowledge in that
environment.

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