Name: Erin Henderson

Grade Level: 1st Grade

Content Area: Math STUDENT RESPONSE AND ASSESSMENT TOOLS
Standards Addressed: MGSE1.OA.1 Use addition and subtraction within 20 to solve word
problems involving situations of adding to, taking from, putting together, taking
apart, and comparing, with unknowns in all positions, e.g., by using objects,
drawings, and equations with a symbol for the unknown number to represent the
problem.
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: There will be no instructional activities that will occur prior to this SRS
activity. Since this activity is used as a pre-assessment tool for me to design appropriate lessons/grouping,
students will need no prior instruction.
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: Before teaching students about
MGSE1.OA.1, I will use the SRS activity to collect data on each students strengths and weaknesses. This
allows me to differentiate my lessons and my grouping for math centers. Students will have 5-10 minutes to
complete the activity.
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:
5 + 2 =? (Multiple Choice)
6 + 6 = 0 (True/False)
__ - 5 = 11 (Multiple Choice)
Right/Wrong Answers: Will there be right/wrong answers to these questions? Yes
Mixed (Some will have correct answers, others will not.)

No

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? Yes, because it allows the activity to run faster. Students only have the options to choose
the correct answers. Also, since this is a pre-assessment to help me understand what each students strengths
and weaknesses are, I dont want students spending lots of time on it (like a posttest).
Use of data: The data collected will be used to help the teacher create differentiated learning based on each
students needs.