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Student Response and Assessment Tools

Lesson Idea Name: Heat Energy Assessment


Content Area: Physical Science
Grade Level(s): 3rd Grade
Content Standard Addressed:

S3P1. Obtain, evaluate, and communicate information about the ways heat energy is transferred and
measured.

1. Ask questions to identify sources of heat energy.


2. Plan and carry out an investigation to gather data using thermometers to produce tables and charts
that illustrate the effect of sunlight on various objects.

Technology Standard Addressed:


ISTE-S
1. Empowered Learner
Students leverage technology to take an active role in choosing, achieving and demonstrating competency in
their learning goals, informed by the learning sciences.
1c
Students use technology to seek feedback that informs and improves their practice and to demonstrate their
learning in a variety of ways.

ISTE-T
7. Analyst
Educators understand and use data to drive their instruction and support students in achieving their learning
goals. Educators:
7c
Use assessment data to guide progress and communicate with students, parents and education stakeholders
to build student self-direction.

Selected Technology Tool:


Socrative iRespond Quizlet Plickers Kahoot! Office365 Forms
Other:
URL(s) to support the lesson (if applicable):
Not applicable.
Technology that student will use to respond to questions/prompts:
Computer Hand-held student response system (like iRespond) Phone Tablet (such as iPad)
Other wireless device (such as iPod Touch)
Type of session:
Teacher-Paced Student-Paced

Blooms Taxonomy Level(s):


Remembering Understanding Applying Analyzing Evaluating Creating

Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity. The SRT will form as a formative assessment and will be a part of the regular procedure for
science lessons. After science material is covered each day, the teacher will add questions to the que that are

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Student Response and Assessment Tools
a combination of review questions and new information that had been covered that day. This way, the
teacher will be able to gain an understanding of what concepts students understand, and what needs to be
further addressed. In this case, the questions will all be relevant to the Heat Energy unit. Some examples of
instructional activities that might take place during the instruction period prior to the SRT activity include the
following: videos, a PowerPoint lecture, simulations, worksheets, group work, and labs.

Describe the purpose of the SRT 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 purpose of differentiation and
mastery for ALL students) Summative assessment of content knowledge Test preparation
Survey/Poll Discussion starter Homework collection Other (please explain):

Briefly describe what will happen DURING the SRT activity: (What will the students do? What will the
teacher do? What materials are needed? How long with the activity last?)
The assessment will be teacher-paced. First the educator will utilize the Plickers mobile app to add the
questions to the que. As each question comes up, they will be displayed on the projector/smart board. The
teacher will also read the questions and answer options aloud for the students to here. The students, who
each have their own personal Plickers card that is kept at their desk will hold up their card in the appropriate
direction based on what they believe the correct answer to be. Once students have held up their answer, the
educator will use the mobile device to scan student answers. Plickers will receive and interpret student
answers and provide a graph displaying the ration of student answers. The teacher will display this graph, and
explain why the correct answer is correct, and why the wrong answers are incorrect. The educator will then
move on to the next question.
Type of questions/prompts used in this activity (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

If you are unable to provide a working sample of your questions, please list them below (8-10):

Right/Wrong answers: Will there be right/wrong answers to these questions?


Yes No
Mixed (Some will have correct answers, other will not.)

Immediate corrective feedback: Will you pre-select correct answers to some of all of the questions and
display correct response to the class after the SRT activity?
Yes
No
Why or why not?
Yes, after each question, I will display the correct response to the class and explain why it was the correct
answer, and why the other answers are incorrect. This way students will not continue to believe information
that is incorrect and will learn from the mistakes. However, aside from the teachers knowledge, who got
which answers correct will remain anonymous to the rest of the class.
Describe what will happen AFTER the SRT activity?
After the SRT activity, the educator will move students into another subject. However, the teacher will keep
the results of the SRT activity in mind with regards to what will be taught in the Heat Energy unit the next day.
If certain concepts are well understood, the teacher will move on to something new or more challenging, and
If concepts are not understood the teacher will spend more time going over them. If only a small number of

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Student Response and Assessment Tools
students do not understand a certain concept, the teacher might pull them aside and work with them in a
small group while the rest of the class is working on something else.
How will the data be used?
After the assessment is implemented, the teacher will be able to view each students individual response, as
well as a bar graph showing the entire groups data. The teacher has the option to share this group data with
the class, or keep it for his or her self. The data collected for this particular activity will not be used to award a
grade, but will rather be a means for both the students and the teacher to know where they stand with
regards to what they are learning. Students will be aware whether or not they answered a question correctly
when the teacher goes over it immediately after the class has answered the question. The data could also be
shared with a students parents if the teacher believes it will help them to accurately describe a students
progress to a parent during a conference. In addition, the group data will be discussed with the class so that
they know how they are doing as a whole. The educator will be able to use the group and individual data to
differentiate learning for particular students to help ensure that all students can master the content.

Describe your personal learning goal for this activity.


As an educator, my personal learning goal for this activity is to develop my professional skills with regards to
differentiation and ensuring that my students are truly grasping the material I present to them. This tool will
help me to for a picture of how well I am doing in this regard, as well as how I should adjust/differentiate in
the future.
(Optional) Other comments about your SRT activity:

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