Assessment & Data

Socrative Digital Assessment Tool

Socrative is a Digital Assessment tool I use to conduct formative assessments. For example, during a recent activity I used socrative to assess students' misconceptions or misunderstandings about porosity and permeability when discussing groundwater. The students took the four question quiz and the results were displayed on the board for students and myself to view. From the data I was able to make decisions about my teaching in the next 40 minutes based on the results of the quiz. As a blended learning teacher, I particularly like Socrative as a formative assessment tool because it lets me choose how I my students will be assessed. I can choose to have them do it self-paced, to give instant feedback, or to guide the entire quiz myself. I love the flexibility in this tool and the instant data I receive from it. 

Strategy Resources (3)
Student Handout
 
 
This is a quiz I created on Socrative. This quiz was done self-paced by the students using the Student Socrative app. As the students completed the quiz, I could see their results on the Teacher Socrative app. I used Apple TV to display their results on my SmartBoard and to address their misconceptions. Another awesome thing is that if you don't have 1:1 devices, you can create quizzes on Socrative, download them, and print them like the link to the quiz I provided.
Student Data
 
 
This is a screenshot I took of the data from the groundwater quiz my students took on Socrative. While students were taking the quiz, I was able to see their results pop-up in the Socrative Teacher app. I displayed these results on the board once all students had completed the quiz. When creating the quiz, I purposively removed the option for students to put their name on the quiz. I wanted to make sure to keep their answers anominous in order to address only the patterns and trends in the data. When the data was displayed, I asked my students to determine what they still needed to work on. From the data, I was able to see that questions 3 and 4 were areas my students were still having difficulty with. I was able to use this data to inform my teaching as we went into the lab to complete our Who Polluted the Clark Fork activity and building of water filters.
Student Handout
 
 
This is a quiz I created on Socrative. This quiz was done self-paced by the students using the Student Socrative app. As the students completed the quiz, I could see their results on the Teacher Socrative app. I used Apple TV to display their results on my SmartBoard and to address their misconceptions. Another awesome thing is that if you don't have 1:1 devices, you can create quizzes on Socrative, download them, and print them like the link to the quiz I provided.
Student Data
 
 
This is a screenshot I took of the data from the groundwater quiz my students took on Socrative. While students were taking the quiz, I was able to see their results pop-up in the Socrative Teacher app. I displayed these results on the board once all students had completed the quiz. When creating the quiz, I purposively removed the option for students to put their name on the quiz. I wanted to make sure to keep their answers anominous in order to address only the patterns and trends in the data. When the data was displayed, I asked my students to determine what they still needed to work on. From the data, I was able to see that questions 3 and 4 were areas my students were still having difficulty with. I was able to use this data to inform my teaching as we went into the lab to complete our Who Polluted the Clark Fork activity and building of water filters.
Jessica Anderson
Powell County High School
Deer Lodge, MT


 

About this strategy

Prep Time:
Moderate
Subject:
Science
Grade:
Ninth grade
Similar Strategies
Time and Space
Music Time Indicator

Music is used to transition students at the beginning and end of the class period. Students spend the first four minutes of class logging into their learning management system Haiku and Classcraft account (gamification platform). We have established as a class that all iPads (we are 1:1) should be charged and open during this period of time. This length of time is indicated by a 4:34 minute clip of music. During this time, I take attendance, fill out advanced make-ups, and talk to students who have been absent or have questions.The last three minutes in our class are indicated by transition music. This music lasts 2 minutes. It indicates that students can log out of Haiku, close their apps and their iPads. If students are in the middle of an activity, they wrap-up what they are working on either by saving it as a draft or submitting their assignment. If students close their iPads before the music sounds and have stopped working, they are deducted health points (HP) on Classcraft. I do this because I want students to use every minute for learning as I would if I was using direct instruction in my class.

 
Stakeholder Collaboration

It is my goal to help parents and students feel like they are a connected entity in our classroom. To help parents feel connected, I have created a series of videos on our classroom YouTube channel to help parents understand our classroom. The videos describe the procedures in our classroom, what blended learning is, and how we gamify our classroom. Parents also have their own parent portal in Haiku where they can access this information, as well as their students' online course material. 

 
Instructional Planning
Jessi's Approach to Planning

Planning is an essential part of a blended teacher’s practice. In blended environments, where students can be at different points in a course on various modalities, blended teachers need to be very intentional about how they plan. Check out the video below to see how Jessi plans for instruction in her blended classroom.


 
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