Student Response and Assessment Tools

Lesson Idea Name: The Planets

Content Area: Science

Grade Level(s): 4th

Content Standard Addressed: S4E2 Obtain, evaluate, and communicate information to model
the effects of the position and motion of the Earth and the moon in relation to the sun
as observed from the Earth.

Technology Standard Addressed: 1. Empowered Learner

Selected Technology Tool:

☒ Socrative ☐ iRespond ☐ Quizlet ☐ Plickers ☐ Kahoot! ☐ Office365 Forms
☐ Other:
URL(s) to support the lesson (if applicable): https://b.socrative.com/teacher/#import-quiz/34384661

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
Bloom’s Taxonomy Level(s):
☒ Remembering ☒ Understanding ☐ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Universal Design for Learning (UDL): Using an online grading system, I am hoping to assess what
knowledge the students are retaining and how to better support them.
I would first start off with a video describe the topic, in this case the planets. After having a discussion, I
would then ask them to complete the assessment. This is to see how much the students followed along.
Using the assessment, I would begin teaching the topic in a more in-depth manner.
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: The students will use iPads to take the small
quiz. The teacher will narrate the questions for better understanding. This activity shouldn’t last longer
than ten minutes.

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):

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 Student Response and Assessment Tools
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?
This way they don’t have to guess if they got the correct answer or not. They see if they got it right or wrong
and move on to the next answer. If they got it wrong, they see the correct answer.
Describe what will happen AFTER the SRT activity?
After the SRT, the teacher asks if the students have any questions. This can lead into an open discussion about
the topic.
How will the data be used? This data will be used to figure out what kind of teaching method needs to be
used. This will be sort of like a pre-test. It will not be graded but be the base for a test given later in the
lesson after gaining more information. That test will be graded. At the end of the first test. The results will
be shown on the board, with numbers representing the students.
Describe your personal learning goal for this activity. This test is a means to see if taking a test online will
affect a student differently than a written test. Will the student do better or worse? If it is helpful, I would try
to make all of my tests online.
Reflective Practice: I would go farther in this lesson by having a post-test a few days, or a week, later

Spring 2018_SJB