STUDENT RESPONSE AND ASSESSMENT TOOLS

Name: Kevin Ellery

Grade Level: 9th through 11th
Content Area: Algebra
Standards Addressed: MM1A2. Students will simplify and operate with radical expressions,
polynomials, and rational expressions.
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: Various activities will be performed prior to conducting the SRS. Activities
will include traditional lecture, interactive white board activities, and drill and practice. The SRS activity
will take place midway through the unit. This will be conducted for formative instruction and review. It will
introduced as a practice and review activity.
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 (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.): I will instruct the students to get out their phone, tablet, or computer. If
there is a student who is without one, I will provide them with one from class set or have them use a
desktop in the room. I will ask them to login to Socrative and the room and quiz reference number will be
provided. Students may use pencil and paper. I will begin the quiz and they will have 15 minutes to
complete it.

I will use some of the features in Socrative like the randomization of question feature to keep the students
from sharing answers. I will ensure that this activity will be only for evaluating comprehension of content
and this is only to gauge where each student is at. I will evaluate the results and determine where more
attention is needed. If the students have a firm grasp on the material we can proceed to new material. If
there is a part of the material that the students are lacking, then I will give further instruction as a group or
individual instruction if a student is struggling with a specific portion of material.

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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: Factor the following polynomial and
select the correct answer. If it cannot be factored choose Non-factorable (9x^2-81)
a.) (3x+3)(3x-3)
b.) 9(x+3)(x-3)
c.) 9(x+3)(x+3)
d.) Non-factorable
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 will give the answers to the questions in order for the students to give self-assessment
so they know the correct answers and determine where they might need more practice
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 gathered for this activity will be
collected for student assessment. It will gauge how well the students have learned the content and if there is
more instruction and practice needed for the whole class or for individuals. This will not be a graded
assessment but rather an activity and incorporate formative instruction once the results are received. This
will also allow me to prepare future lesson plans.
Describe what will occur after the SRS activity: I will go over the questions posed that was answered
wrong the most frequently. I can review the methods and techniques for solving these and present
additional questions that are similar to the ones that were frequently answered incorrectly.
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!) : For my personal
learning I will be assessing how effective my prior teaching techniques are. I will be reviewing the
students answers, and seeing how well they receive my instruction. I can have an alternate form of
instruction ready to explain the material in a different manner for those who may have a different learning
style. I also hope to learn where my students have excelled and where they need more help. I think it will
help the students assess themselves as to where they are with the material and also where they might need
help.
Other comments about your SRS activity (optional): I see this being a useful tool in regards to teaching.