STUDENT RESPONSE AND ASSESSMENT TOOLS

Name: Gabe Brown

Grade Level: 11th
Content Area: American Government or U.S. History
Standards Addressed: SSCG5 Demonstrate knowledge of the federal system of government
described in the United States Constitution. (American Government)

SSUSH5 Investigate specific events and key ideas that brought about the adoption and
implementation of the United States Constitution. (U.S. History)

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 is used to sum up the lesson’s content points. I am
specifically using this tool as a closing activity. After the lesson activity (close reading of the Constitution
and answering questions in groups over the U.S. Constitution), the students will participate in a Kahoot.
This measures the students’ knowledge over the content from the lecture and the activity in class. After
students have completed their Constitution Group Activity, they will be instructed to put away their notes
and take out their phones. They will sign into Kahoot, and I will give them the pin needed to access my
Kahoot.
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): Closing activity and Content assessment

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.):

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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: Which of the following was NOT a
weakness of the Articles of Confederation?
What event shed light on the problems of the Articles of Confederation?
The Constitution established 3 branches of the gov't. Which branch interprets the law?
(And I also provide one fun question from conversations we have in class that may not pertain to the lesson
content but pertain to student or teacher interests at the end for students to answer, this one was sports
related) What is the mascot for the University of Michigan?

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? I think it is important for my students to go over the correct answers with me. This is a
way where I can assess their understanding of the content further and I can provided more clarification over
specific content that has the majority of students or a high number of students confused or mistaken.
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 is collected from this activity is the
number of correct and incorrect answers provided on an Excel spreadsheet that I can download. Students
can also provide feedback on the questions and the activity assessing how helpful the questions/activity
was, if they feel positive or negative in their experience using Kahoot, etc. The teacher is able to use this
data to measure if students are understanding the content from the lessons and activities in the class. Since
the assessment is anonymous, this activity will not be used as a grade. The data can be used to help the
whole class learn. I would share with students if the majority of the class got a specific question wrong, but
I would not state how many students got it right or wrong. I think anonymity is important in this activity
because it allows the students to have fun and not merely be worried about another grade. This activity will
not be used for differentiation purposes.
Describe what will occur after the SRS activity: After the SRS activity, I will go over the correct
answers to each question and use this time to provide more clarification for specific questions that give
students trouble.
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!) : Students feel a lot of
pressure when everything is graded. They need time to learn material and practice their understanding
without the fear that it will affect their grade in the class. This activity gives students anonymity which
takes some pressure off of them to get the correct answer every time. They can answer the question
honestly and know that they will receive feedback and clarification of the content after the activity.

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Other comments about your SRS activity (optional):