STUDENT

RESPONSE AND ASSESSMENT TOOLS

Name: Matthew Kaplan

Grade Level: 5th
Content Area: Social Studies
Standards Addressed: SS5H3 The student will describe how life changed in America at the turn of the century

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: Prior to the SRS activity, the students would have had two days worth of
lessons centering around major themes on big business, working conditions, and labor unions within
America. This activity will function as a formative assessment before moving on to learning about
immigration in the early 20th century.
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:
At the beginning of the social studies block, the students will clear their desks and receive an iPad. They
will be instructed to go to the Socrative website to complete an online quiz on labor unions, big business,
and working conditions of the early 20th century. The quiz itself is a combination of multiple choice and
free-response questions. The students must work independently, while the teacher is monitoring the
classroom.

The activity itself should only take fifteen to twenty minutes. The goal of this quiz is not to scare them
about getting a grade; rather, it is for me to determine where their level of understanding is for the content
that is being taught. The data collected will be only be shown to myself and used to determine if re-
teaching or going over material again is necessary.

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 STUDENT RESPONSE AND ASSESSMENT TOOLS
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:
1. Why did big business lead to more factories and more workers?
2. Would you argue that businessmen, like Carnegie and Rockefeller, were considered to be leader in
their field (more positive) or more like robber barons (more negative)?

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? After the formative assessment is complete, the class will open up into an open discussion
to discuss the questions and to hear from different students and what their responses were.
Use of data: The use of the data from this SRS activity is to allow me to see what aspects of the first and
second lessons are not being completely understood. And based off which concepts are being missed, I will
conduct a re-teaching of these concepts in the form of a discussion. This activity is not for a grade at all;
simply for me to see where the students are at in understanding this content.

Describe what will occur after the SRS activity: The lesson on immigration will directly follow this
activity. However, a discussion of the short-answer questions will occur the next day once I have read all
the responses.
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!) : I think a learning
goal for me through this SRS activity is for me to come up with different methods that can allow me to
determine if students are actually understanding the material that is being taught. By doing this, and if the
students are not understanding, I can see how I can alter my teaching methods to ensure that there us a
overall better sense of understanding.
Other comments about your SRS activity (optional): ]