STUDENT

RESPONSE AND ASSESSMENT TOOLS

Name: Virginia Willis

Grade Level: 3
Content Area: Social Studies
Standards Addressed: SS3G1 The student will locate major topographical features. a. Identify major
rivers of the United States of America: Mississippi, Ohio, Rio Grande, Colorado, Hudson. b. Identify major
mountain ranges of the United States of America: Appalachian, Rocky.

Student Response Technology Used:

NearPod Socrative PollEverywhere iRespond TodaysMeet 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: The instructional activities that will happen prior will be the students learning
about the major topographical features of the United States. I will introduce this activity on review day
before the test and explain how this activity work will work.
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 The students will have prior knowledge of the
standard and this will be a review for them before the test. The students will get onto computer, ipads,
ipods, or any other type of technology. Then the students will get on Kahoot! As the teacher, I have already
created the quiz and will have a game pin for the students to use once on the website. After the students put
in the game pin and created a nickname I will be able to see who has logged on and who has not. After
everyone is ready the quiz game will begin. After each question the students are ranked on how fast they
answered the question correctly. Each student is put in ranking order from 1st all the way to however many
there are in the class (ex: 15th place)
The quiz is ten questions long and the students get ranked after each question. As the teacher I choose when
to move onto the next question. This helps students who may have test anxiety with timed tests. After each
question the students are able to take a minute to prepare for the next one. This quiz not only helps me as
the teacher assess where the students are but it helps the students know what they may need to study for the
test. This activity may take 10-15 minutes depending on the students and how long they take to answer each
question. Although they are only allowed 20 seconds. At the end each student gets ranked and as the
teacher I am able to see what questions were most missed and what I may need to spend extra time
1
 STUDENT RESPONSE AND ASSESSMENT TOOLS
reviewing with the class.

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 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: What are the major rivers in the United
States? How many major rivers are there? What are the major mountain ranges in the United States? How
many mountain ranges are there?

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? This helps the students who may have missed the questions to see the correct answer and
why it is correct.
Use of data: What data will be collected as a result of this activity? How will it be used and by whom?
At the end of the activity there will be data collected after the students have taken the quiz. This shows how
well the class did and the percentage they got correct. I will use this to see what I as the teacher may need to
review with the whole class as well as reviewing certain content with specific students.

Describe what will occur after the SRS activity: After the activity is over as a class we will review the
most missed questions and why the students were missing these questions. The students can ask any
questions they have about the content and if time allows play the Kahoot! one more time to see if the
students can improve their score.
Describe your personal learning goal for this activity. My personal goal for this activity is for students to
understand the content but interested and excited about it as well. This is not a typical review for students
and helps not only them learn what they need to study and work on but it helps me assess how well my
teaching is and how well the students have grasped the concepts. This activity gets students wanting to
assess how well they know the content while bringing a fun competitive game into it as well.
Other comments about your SRS activity (optional):