STUDENT RESPONSE AND ASSESSMENT TOOLS

Name: Alissa Mislow

Grade Level: 10th Grade
Content Area: World History
Standards Addressed:
SSWH2 Identify the major achievements of Chinese and Indian societies to 500 CE/AD.
a. Describe the development of Indian civilization, include: the rise and fall of the Maurya and Gupta
Empires. 

b. Describe the development of Chinese civilization under Zhou, Qin, and Han. 

c. Explain the development and impact of Hinduism and Buddhism on India, and 
Confucianism on
China. 

d. Explain how geography contributed to the movement of people and ideas, include: Silk Roads and
Indian Ocean Trade. 


SSWH3 Examine the political, philosophical, and cultural interaction of Classical Mediterranean
societies from 700 BCE/BC to 400 CE/AD.
a. Compare the origins and structure of the Greek polis, the Roman Republic, and the Roman Empire.
b. Identify the ideas and impact of important individuals, include: Socrates, Plato, Aristotle, Alexander
the Great, Julius Caesar, and Augustus Caesar. 

c. Analyze the impact of Greek and Roman culture, politics, and technology. 

d. Describe polytheism in the Greek and Roman world. 

e. Explain the origins and diffusion of Christianity in the Roman world. 

f. Analyze the factors that led to the collapse of the Western Roman Empire. 


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: This SRS activity serves as a test review game for the Unit 2 test. This activity
will take place after the students have had a day to work on their study guides and the day right before the
test. The students will be given about five minutes at the beginning of class to briefly study their study
guides. The teacher will display the Kahoot game and game pin on the board. The students will be
organized into pairs and instructed to get out one device per pairing and log in to the Kahoot game. The
students will also be instructed to clear their desks.
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):

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 STUDENT RESPONSE AND ASSESSMENT TOOLS
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? The overview should
be a minimum of 2 paragraphs.):
For this SRS Activity, the students will be instructed to clear their desks. As each question comes on the
board, the student must use their knowledge paired with their partner’s knowledge to find the correct
answer. The students will read the question on the board and choose the correct answer by pressing the
corresponding shape/color on their devices. Once all students have recorded their answers, the data of
student answers will appear on the board to show how many got the answer correct or incorrect including
the data for each answer choice.

The role of the teacher for this activity includes reading each question and answer choice aloud. As the
response data comes on the board, the teacher will assess if the content from the question needs to be
discussed further. For example, if many students got the answer wrong or were split between two answer
choices, the teacher will be sure to review the information so that the students can better understand. This
SRS activity will take about 45 minutes (an entire class period).
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:
What Greek-city state controlled the Delian league?
a. Sparta
b. Athens
c. Troy
d. Marathon

What was the result of the Peloponnesian War?

a. Athens is victorious
b. Persia is victorious
c. Athens is greatly weakened
d. Sparta is destroyed

How did the Guptas gain influence in India?

a. Enslaving neighboring kingdoms
b. Negotiation and intermarriage
c. Trading throughout the Silk Road
d. Using their strong navy to defeat outside invaders

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 STUDENT RESPONSE AND ASSESSMENT TOOLS
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?
Since this activity serves as a test review, the correct answers will be displayed after each question once all
students have recorded their answers. This is a feature of the Kahoot game. This will be beneficial for
students because it allows the teacher to assess student areas of weakness and take time to discuss the
questions with the class in order to help study for their tests.
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.)
Data from student responses will be collected after the activity by the teacher. This data will then be
compared to the data from the Unit 2 test. The teacher will analyze the data and compare questions that
students were struggling on from the SRS activity to the same questions on the test to see if there was any
improvement. The SRS data will not be collected for a grade, but the Unit 2 test data will be awarded for a
grade. The data will be used to differentiate instruction for students who made no improvement from the
SRS activity to the test. This will be determined on what types of questions are missed.
Describe what will occur after the SRS activity: Discussion of the content will take place throughout
the SRS activity. The SRS activity will last the entire class period. The day after this activity will be when
the students take their Unit 2 tests.
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!):
Through this activity, I hope to learn where the students are struggling and excelling in terms of the content
before they take their tests. I hope that discussing the questions that they are struggling with will help them
better understand and study the information.
Other comments about your SRS activity (optional):
The pair that comes in first place will receive five extra bonus points on their test grade.