Student Response and Assessment Tools

Lesson Idea Name: Georgia Geographic Regions Quiz

Content Area: Science/Life Science

Grade Level(s): Grade 3

Content Standard Addressed: S3L1. Obtain, evaluate, and communicate information about the similarities
and differences between plants, animals, and habitats found within geographic regions (Blue Ridge
Mountains, Piedmont, Coastal Plains, Valley and Ridge, and Appalachian Plateau) of Georgia.

Technology Standard Addressed: 3) Knowledge Constructor 3b) Students evaluate the accuracy,
perspective, credibility and relevance of information, media, data or other resources.

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/50926101

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 Digital Taxonomy Level(s):

⌧ Remembering ⌧ Understanding ⌧ Applying ☐ Analyzing ☐ Evaluating ☐ Creating

Levels of Technology Integration:

⌧ Infusion Level: Students may work at a higher Bloom’s Level, but they do not have any “Voice or Choice”
during the activity and most of the decisions are made by the teacher.

☐ Integration Level: We would like to see ALL lessons/activities reach this level. The project is student-

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driven. Students have “Voice and Choice” in the activities, selecting the topic of study and determining the
technology tool to demonstrate mastery of the standard. The teacher becomes more of a facilitator.

☐ Expansion Level: The projects created are shared outside of the classroom, publishing student work and
promoting authorship. This could be reached by showcasing the project on the school’s morning
newscast, posting the project to the classroom blog, or publishing via an outside source.

Describe the instructional activities that will occur PRIOR to the SRT activity and how you will introduce
the SRT activity.

● Prior to the SRT activity, students will be finishing up reviewing what was taught last class about
Georgia’s Geographic regions. Students are expected to have a collection of worksheets about the
different regions and class notes from previous lessons.

● Introduction: After the end of the lesson, the teacher will wrap up the end of the lesson with a
formative assessment. The teacher will allow the students 10 minutes to review any of the materials
the students have. After the 10 minute mark, students will be expected to use Socrative to take their
assessment.

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:

During the SRT activity, students will be expected to work individually. Students will have their folders up to
prevent cheating. The teacher will be walking around the class to make sure the students are on task.

Materials Need: The teacher needs to rent out a cart of laptops for the students to use.

Duration of Activity: The students will be given 20 minutes to finish this activity.

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):

There is a working sample located on the portfolio page. Here is a direct link if that does not work.

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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 of all of the questions and
display correct responses to the class after the SRT activity?

⌧ Yes

☐ No

Why or why not?

All of the questions that are multiple choice provide students with the correct answer after answering. For
questions that may have common misconceptions, it will have an in-depth explanation of why the answer is
correct.

Describe what will happen AFTER the SRT activity?

After the SRT activity, the teacher will ask the students to take 5-7 minutes to create questions to ask their
partners. During this time, the teacher will take the time to look at the data of the Socrative quiz. The teacher
will make note of what needs to be explained. After the 5-7 minute time, the teacher will call back the class to
review all of the questions. Each question will be explained. For questions that have been missed the most,
the teacher should provide in-depth information that will help the students for the next formative
assessment.

How will the data be used?

Overall, the data will be collected to assess what needs to be reviewed for the summative assessment. This
allows the teacher to see if there needs to be a change in the instruction. The Socrative quiz is for a grade
because at this point, the students have had at least a week before learning the content and they were even
given time to review their notes. Students will receive their individual grade but will not know their
classmates’ grades. This information will only be kept for record keeping purposes for parent conferences,
IEPS, etc. If I want to address whether a majority of students missed a specific question, this will be addressed
anonymously. Individual names will not be used. This is to help students feel better about them missing a
challenging question. The data will be used to differentiate instruction. This can be supported by creating
more formative assessments for the students to practice with. The quiz can also be linked to the students to
use as a resource to practice their understanding for a summative assessment. For the next lesson, the
teacher can figure out strategies to help students become more engaged and understanding of what is being
taught.

Describe your personal learning goal for this activity.

I have a lot of experience working with SRT activities. I have personally used SRT activities in my own studies. I
wanted to try something different by utilizing a different SRT tool, rather than Kahoot. I hope to learn more of
other SRT activities that provide more support for teachers and students. I really liked that Socrative allows
teachers to have access to quizzes made by other teachers. This is a great resource to access. Socrative also
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seems to be the more formal version of Kahoot. Overall, I hope that implementing SRT activities encourages
my students to participate and be engaged with the learning. I want my students to know that learning can be
fun and interactive.

Reflective Practice:

After designing this lesson, I believe that SRT activities have a huge impact on student learning. I’ve learned
that these tools can be used to assess student prior knowledge, learned knowledge, or can even be used as
student surveys. It all depends on how teachers implement these tools. To extend this activity, I could have
my students use FlipGrid to provide feedback of the test they took and require them to create a goal that the
students will focus on in order to study for the summative assessment.

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