STUDENT RESPONSE AND ASSESSMENT TOOLS

Name: Travis Farmer

Grade Level: 10
Content Area: World History
Standards Addressed: SSWH16 Analyze the rise of nationalism and worldwide imperialism. a.
Compare and contrast the rise of the nation state in Germany under Otto von Bismarck and Japan
during the Meiji Restoration. b. Assess imperialism in Africa and Asia, include: the influence of
geography and natural resources. c. Examine anti-imperial resistance, include: Opium Wars, Boxer
Rebellion, and the Indian Revolt of 1857.
Student Response Technology Used:
NearPod Socrative PollEverywhere iRespond Today’sMeet Other: plickers
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: Students will participate in taking notes on the topic at hand. The teacher will
lecture using a Prezi and the students will be required to take notes and engage in discussion about the
topic.
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.):
During the activity the students will have just gotten finished with the note taking session. Right after that
the teacher will pull up the plickers website choosing the class that they are in. The teacher will then pass
out the plickers cards so that the students will each have one. The teacher will then explain how to use
plickers making sure the students know it is semi-anonymous, in that they will be able to see if they got it
right but nobody else will.
Once the activity starts the teacher will put a question up on the board for the students to answer. Once they
have chosen the correct answer the teacher will use the plickers app on their phone to scan the answers of
the students. Once all students are scanned the teacher will then show the correct answer and review. The
activity will keep track of the students answers and total scores.

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 STUDENT RESPONSE AND ASSESSMENT TOOLS
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 triggered the Sepoy Mutiny?
What is MAIN?

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? This is so the students can see whether or not they got their answers right or wrong. The
teacher will remediate for each question if someone got it wrong.
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 will be collected from each question that the students answered. This data will be used by the teacher
so that they can remediate regarding the information that was covered in the SRS activity. The information
gathered will not be used towards a grade but rather for review. Individual progress will not be used from
this SRS activity for a progress tracker and will not be shared with parents but will be shared with students
so they know what to study for their test. Data as a whole will be used to help the teacher remediate further
for questions that were missed by students. If specific students show that they did poorly on this activity the
teacher will differentiate by asking the specific students what they do not understand and trying to schedule
one on one time.
Describe what will occur after the SRS activity: During the SRS activity the teacher will pose questions
to the students. They will then answer the questions. Based off of student responses the teacher will
remediate the information.
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!) : this will be the first
time using this system as a means of assessing student knowledge. It is being used in hopes that the students
will better understand the material and will allow the teacher an extra opportunity to see if remediation is
needed.
Other comments about your SRS activity (optional):