Socrative Digital Assessment Tool: GW quiz.png

 
 
 
GW quiz.png
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.
  • GW quiz.png
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.
 
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
Learning Apps
ThingLink for PBL in Science

ThingLink is an online software used to make images interactive. This year, I've used it during a project/problem-based learning (PBL) activity, in which students did a series of tasks to collect data on a soil site of their choice (please see my "Model Overview" to learn about how I use Levels in my classroom). They collected this data and saved it for the final activity, the Soil Report, which asked the students to compile all the information they learned about their soil site and to post it on a ThingLink. This ThingLink was then used to make a target on the larger map of Paracini Ponds (the field site we visited), which was also its own ThingLink. The insight I was looking to gain from the completion of this activity was whether students could take scientific data from a field exercise, analyze it, and make a decision about how the land should be used. 

 
Assessment & Data
Digital Assessment Tools

I formatively assess students through digital technology like Plickers, Kahoot, and Poll Everywhere. Plickers (Paper clickers) is a free software tool designed like QR codes to collect students’ answers to questions. I create questions on the Plickers website (www.plickers.com) and assign each student a card number. I will read and display the question on the SmartBoard and scan the room to determine students’ answers. The answers are displayed on my device in two colors (incorrect/correct) and in graphical form. This gives me a good visual of where students excel in the curriculum and where they struggle. I also use Kahoot (www.getkahoot.com) as a whole group assessment of students’ understanding. Kahoot allows me to write questions, allows for an allotted amount of time for each question to be answered, and for students to be ranked on time and the correctness of their answer. The students are fully engaged in this activity because it’s over material they’ve all covered, there is music that is aligned with the timer, and they get instant feedback. I also get a report showing their answers to the questions at the end of the game. I use this report, which uses conditional formatting, to show me which answers are correct and which are incorrect. I love how the visual gives me feedback on what students still need to master. I’ve also found Poll Everywhere (polleverywhere.com) to be a great way to formally assess my students. For instance, I asked my students to give me an example of something that is within the hydrosphere. They messaged their answers to our classroom code. It was then displayed on our SmartBoard as a word cloud. I’ve also used Poll Everywhere in conjunction with small group discussion groups with a checklist of skills and standards students need to achieve. For instance, I first used Poll Everywhere to check to see if students understood what objects would be in the hydrosphere, atmosphere, geosphere, and biosphere. I wanted to see if they understood the definitions before we moved onto more complex tasks. The word cloud created a list of all the objects in each sphere. I then had students take words from the word cloud and create drawings showing how the four spheres would interact. The students then shared their drawings via Apple TV and the SmartBoard in small groups. I gave verbal feedback in front of the group as well as asked probing questions if I needed to.

 
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. 

 
 
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