STUDENT RESPONSE AND ASSESSMENT TOOLS

Name: Steve Sanchez

Grade Level: 10
Content Area: World History
Standards Addressed:
GPS: SSWH10 The student will analyze the impact of the age of discovery and expansion into the
Americas, Africa, and Asia.
a. Explain the roles of explorers and conquistadors; include Zheng He, Vasco da Gama, Christopher
Columbus, Ferdinand Magellan, James Cook, and Samuel de Champlain.
b. Define the Columbian Exchange and its global economic and cultural impact.

ISTE STANDARDS:
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.
c. Students use technology to seek feedback that informs and improves their practice and to demonstrate
their learning in a variety of ways.

Student Response Technology Used:

NearPod Socrative PollEverywhere iRespond TodaysMeet Other: Quizlet
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: This SRS will be used as review tool, the day before a Summative Unit Test.
The instructor will lead a brief classroom discussion, asking students to name the themes of the unit (i.e.
global trade, cause and effect of cultural encounters, etc.). Students will then be directed to access the SRS
via their phone or in-class device. The instructor will also display the Quizlet site on the whiteboard,
showing the students how to access the activity. Instructor will then click on each required option
Flashcards, Match, and Test (in that order) to show the students what they will be doing and in what
order. Students will be given 20 minutes to complete the 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

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 STUDENT RESPONSE AND ASSESSMENT TOOLS
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.):
This 20 minute activity will require an internet enabled device computer, tablet, or smart-phone. After
the instructor is done showing the students how to access the SRS (see previous answer), students will
begin the exercise which is a three step process. Students will begin with the Flashcard activity. This will
help familiarize them with the concepts they will be reviewing. Second, students will do the Match game.
The advantage of this is that it shows all the questions and answers at the same time so the students get an
opportunity to see all the information in a single location. These first two exercises prepare the students for
the formative assessment Test.
The Test mixes the questions up into three different types of responses Multiple Choice, True-False, and
Matching. There is also a short answer option which is not selected because it requires the student to use
the exact wording of the set answer, so it can provide false data if the student misspells a word or uses a
synonym. Students answer the questions and are given immediate feedback on how well they did. The
teacher also sees the students scores and the overall class score by question. The teacher will use the data
to determine which topics to focus on during the remainder of the class.
While the students are doing the SRS, the instructor will be walking around the class and monitoring
student progress. This informal assessment of the first two exercises will also inform what will be done
when the SRS activity is completed.
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:
How did the Columbian Exchange tie the worlds economies closer together? What is the modern day term
for this? (Answer: Globalization).

How did the Mandate of Heaven affect government in China?

A. The Mandate of Heaven led to long periods of peace among families.
B. Religious leaders read oracle bones to select new rulers.
C. It allowed new rulers to justify the overthrow of a declining dynasty.
D. The ruler received a direct mandate from heaven that he should resign.

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?
The results of the activity will guide the rest of the class review session. The students who incorrectly
answered questions will be able to see the right answer (without anyone knowing they got it wrong). The
instructor will lead a discussion about the questions so all students understand the question and why each
potential answer is correct or incorrect.

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 STUDENT RESPONSE AND ASSESSMENT TOOLS
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.)
As mentioned above, the aggregated data will be shared with the class. The instructor will use the data to
determine which content needs more or less review with the remaining class time. The instructor will note
students with low scores to give them extra help during the class or to offer additional instruction after
school.
Describe what will occur after the SRS activity: Instructor will display aggregate class score. Based on
the data, instructor will discuss / review the questions with the most wrong answers with the entire class.
Students can then ask additional questions about the unit content. Answers will be given by other students
(guided by instructor). With the remaining time, students will work on completing a study guide while the
instructor assists those who struggled with the SRS.
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!) :
My personal goal for this activity is to improve the effectiveness of unit review sessions and improve test
scores. I want to learn to more effectively use real-time data to inform my classroom activity and
discussion. Typically, my review sessions are done by giving the students a study guide which they fill out
using their notes and worksheets from the unit. This takes up most of the students time and I only have a
limited idea as to how well the students have grasped the material. The last fifteen minutes of class is spent
doing a Kahoot! game or Quizlet activity, but does not leave much time to review incorrect answers with
the students. This new lesson strategy puts the SRS at the beginning of the class period. When the students
have completed the activity, I can use the data to focus on areas where the overall class and individual
students are struggling. The improved use of time should also be reflected in the next days test scores.
Other comments about your SRS activity (optional):