Project #2: Using Technology for Formative
Assessment
For this project you will use technology tools for assessing and providing students
with immediate feedback on learning outcomes.
Steps:
1. Begin by creating three objectives from your content area that are measureable.
2. Come up with 2 test items for each objective, provide correct responses for those
items, and feedback that you would provide your TCs for incorrect responses.
3. Using socrative or google forms, create your assessment.
4. Share SOC import code if using socrative or link to form if using google forms.
Link to Google Form:
OR
SOC Import Code for Socrative Quiz:
5. Upload this template to edmodo “Project #2.”
Assessment Planning Document:
Objective #1:
Students will analyze the basic policies and ideals of Warren G. Hardings business first
economic policy.
Question 1: What party did Warren G. Harding belong to?
Answer: Republican
Feedback: If answered incorrectly: Warren G. Harding was a pro-business minded
president who was not in favor of government interference in the matters of business.
Question 2: What was the name of the "friends" that Harding appointed?
Answer: Ohio Gang
Feedback: If answered incorrectly: Warren G. Harding was previously a senator from
Ohio, he appointed several of his colleagues from Ohio to prominent positions in his
cabinet.
Objective #2: Examine the effects on America’s trust of the government in regards to
the scandals of Warren G. Harding.
Question 1: Teapot Dome is located in what state?
Answer: Wyoming
Feedback: Teapot Dome is located in Wyoming.
Question 2: Explain the Teapot Dome Scandal.
Answer:(answers will vary) The Teapot Dome scandal was a bribery incident that took
place in the United States from 1920 to 1923, during the administration of President
Warren G. Harding. Secretary of the Interior Albert B. Fall leased petroleum reserves at
Teapot Dome in Wyoming and two other locations in California to private oil companies.
Feedback: The Teapot Dome scandal was a bribery incident that took place in the United
States from 1920 to 1923, during the administration of President Warren G. Harding.
Secretary of the Interior Albert B. Fall leased petroleum reserves at Teapot Dome in
Wyoming and two other locations in California to private oil companies.
Objective #3: Examine and understand terms related to the economic system of the
United States in regards to pro-business governments and the policies they create.
Question 1: Explain Laissez-Faire.
Answer: (Answers will vary) Economic system in which business is not restricted by
governments through legislation, regulation, tax or tariff.
Feedback: Laissez-Faire-Economic system in which business is not restricted by
governments through legislation, regulation, tax or tariff.
Question 2: Goods that are imported or exported often have __________ attached to them,
which increases their price and earns revenue for that country.
Answer: Tariff
Feedback: Tariff- A tax placed on exported or imported goods in order to encourage
purchasing goods created nationally rather than internationally.
How and when will students receive feedback on how well they did on the
formative assessment?

Students will receive instant feedback after each question whether they
answer it correctly or incorrectly.
REFLECTION:
Please share your experiences with the topics of this module (e.g.,
extension ideas, successes, challenges), and how you plan to
integrate the ideas of this module into your own teaching. Would
integrating this tool into your instruction enhance learning or not?
Explain your reasoning (100-200 words)
I actually used this quiz in my class, the students responded very well to it. They really
enjoyed getting to use their phones and get out of the routine of pen and paper testing.
I also received several thanks that they received instant feedback rather than just a
letter grade so the students who did miss questions actually understood why they
missed them. We took the quiz again and everyone in the class made a 100 the second
time and many said it was because of the feedback. I will be integrating this into as
many lessons as I can as either bell ringers, exit slips, or just to check understanding
during the lesson. The only issue I did have with this is that not every student had a
smartphone to access the site. I did have my iPod with me so the one student who did
not have a phone was able to use mine. If I had not had my iPod I would have either
done the activity in groups or used the “next student” option on Socrative.
Project #2 Rubrics
Assessment Rubric:
Criteria
Objectives
Satisfactory
(3 Points)
 Objectives are clear and
measurable
Unacceptable
(0-2.5 Points)
 Objectives are not
measureable
 Objectives are vague
Assessment
(5-7 Points)
(0-4.5 Points)
 Assessment items align
 Assessment items not
with the objectives and
clearly aligned with the
can be used to gauge
objectives
whether students have
 Correct responses
met objectives
provided for assessment
 Correct responses for
items not provided or
assessment items
vague. If open ended, TC
provided. If open ended,
does not provide multiple
TC provides multiple
possible correct responses
possible correct
or rubric.
responses or rubric
 Assessment not created
 Assessment created
Socrative or Google form.
using Socrative or
 Students receive well
Google form and shared
designed feedback for
 Feedback for incorrect
incorrect responses
responses effective and
 Feedback for incorrect
timely
responses not effective or
timely
Reflection Rubric:
Criteria
Satisfactory
Unacceptable
Reflection
(3 Points)
 Reflection clearly and
thoroughly discussed
personal experiences,
successes, challenges,
and provided
 multiple ideas on how
to integrate into the
classroom
 Reflection met word
requirements
(0-2.5 Points)
 Reflection was not
included or was
more than 3 days late
 Word requirements
were not met
 Reflection lacked clarity
and was
not thorough.
 Reflection did not
address all 3