Socrative Student Login

There are multiple ways to login as a student and the method differs slightly depending if the room is rostered or not. Regardless of login method, students do not need to create an account in Socrative, which means they can connect with their teachers quickly & easily!

Teachers can embed their room into a PowerPoint/Slideshow or learning management system. They can either provide a Room Link or Download and add the QR code to the presentation so students can automatically join their room.

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Students will then need to enter the room name provided by the teacher. Enter the room name and click Join to login. If the room is not rostered, students will have immediate access to the quiz.

If the room is rostered, students will be required to enter their Student ID before clicking Submit. The IDs are created and provided by the teacher; if the Student ID doesn't match one assigned to a student in the particular room's roster, they will be unable to log in.

About:

Socrative is a student engagement app that allows instructors to efficiently review and educate students via smartphones, laptops, and tablets. Students login with their device and interact in real time.

To use Socrative effectively, teachers need to have basic digital literacy skills, including creating and managing accounts and understanding file types, sizes, and basic computer terminology. Similarly, students need fundamental digital skills, such as navigating a web browser, typing, and clicking on links, to access and participate in online tests and quizzes provided by their teachers through the Socrative interface.

Socrative provides students with various convenient login ways depending on the classroom roster settings. Creating an account is not a requirement for students to communicate with their teachers through the platform. Students can access their class via many methods, including teacher invitation, sharing or embedding the classroom URL on third-party applications, or direct access via Socrative.com. Students can actively participate in quizzes and evaluations after successful login.

Another feature of Socrative is the Quick Question option which enables teachers to ask their students a question without creating a complete quiz or activity. The question can be multiple-choice, true/false, or short-answer, and the teacher has the choice to verbally present or show questions on the board for their students, who can then respond to them using Socrative. This feature is helpful for rapidly assessing student comprehension, generating classroom discussions, and conducting quick polls.

After completing an activity such as a Quiz, Space Race, Exit Ticket, or Quick Question-Short Answer activities, teachers can generate reports in Socrative (Figure 8). On the sidebar, reports can be selected by type and exported through email, device download, or Google Drive. Moreover, multiple report types are available, including Complete Results Excel for an overview of the entire quiz, Individual Student PDFs for PDF copies of individual student quizzes, Results Summary PDF for question data and a PDF of the entire quiz, and Answer Key PDF for a single PDF containing the correct answers.

This section assesses the Socrative platform in light of the TESOL Technology Standards developed by Healey et al. (2008) for language teachers. Using such standards is a way to help evaluators with a common framework for evaluating the same platform which may increase the possibility to come up with similar conclusions and decisions. By utilizing established and organized standards designed particularly for evaluating technology in language learning, the evaluation can ensure relevance to the community of English language teachers who may be considering using the platform. Two of these standards highlight the importance of language teachers using technology to improve their assessment and language instruction of their students. The following are the curated criteria:

It is important to mention that these two evaluation criteria are specifically focused on how Socrative can assist language instructors in improving student assessment and planning lessons. Although they do not explicitly mention the modification of formative assessment, they highlight the use of technology in assessment to support effective language instruction. Moreover, the TESOL Technological Standards are a comprehensive set of standards covering a broad range of technology-related topics in language acquisition, including digital literacy.

Using Socrative, language teachers can illustrate their expertise in applying various technology-based assessment methods. For instance, a teacher may use Socrative to develop a brief formative question to determine whether or not students have understood the main idea of reading. It also allows language teachers to demonstrate their understanding of technology-based assessment and their ability to utilize it in the classroom. It also enables teachers to incorporate technology into their teaching practices, improving their credibility as educators and enhancing the learning experiences of their students.

Moreover, Socrative provides language teachers with useful insights into student performance that may be utilized to organize instruction and customize learning experiences to fit the unique needs of each student.

Finally, when Socrative is used efficiently in language classes, it can support the principles of the communicative language teaching (CLT) approach. It enhances language learning experiences by allowing teachers to build interactive quizzes and tests. For example, when students actively participate and engage with the Space Race or Quick Question elements on Socrative, they can use and practice the target language in meaningful communication.

However, one of the limitations of Socrative is that it might be better for only some sorts of assessments, as it may be difficult to test some language abilities through multiple-choice questions and short answers. In addition, the free edition of the platform offers limited features that may not suit the demands of some language teachers, such as the limited number of students who can participate in each quiz at a time (50 students only). In addition, Socrative can have limited collaboration between students, while teachers can have accessibility to collaborate, there is no direct way for students to collaborate on quizzes or activities.

Research confirms the power of retrieval. In a 2011 study, Jeffrey D. Karpicke and Janell Blunt compared retrieval to another commonly-used study technique: concept mapping. Students using retrieval outperformed students using concept mapping by 50 percent.

Dr. Pooja Agarwal has studied cognitive science through the K-12 lens for years and has focused her study on retrieval practice. Its potential benefits for students of any age or content area are huge.

5. Depending on how well students retrieved information, you might ask the class if they heard any information recalled that might be incorrect. As the teacher, you can vet student responses that way, correcting any misconceptions.

When quizzes are delivered, the tutor can randomise question/answer order, and disable feedback and/or student results if required.interaction featuresQuick questions are multiple choice, true/false or short answer. The question and any answer options could be shown on a slide, written on the board or spoken. For short answer questions, the tutor can allow single or unlimited responses per student, and can require their name. Unwanted responses can be quickly deleted. Once responses are listed, the tutor can then get students to vote for their top choice.

On Thursday, students wrapped up the Federalists/AntiFederalists unit. Then we began the Constitution Unit with a 10 question quiz from the United States Citizenship and Immigration services quiz. The goal is to reach six questions correct, which is rarely accomplished.

On the CER doc, the first column had the students evaluate the convention as a success. The middle column had them evaluate it as unsuccessful. The third column had students create their own claim about the convention.

After students wrote their claims with evidence and reasoning, I set up a Socrative short answer question and share the student login link. Students signed into Socrative and I had them use their last column of the CER to construct a paragraph. As students submitted their paragraphs, I was giving feedback on the evidence and reasoning.

At first, the nacho paragraph seemed like a lot to them, but they started getting the hang of it. The student whose paragraph we chose said they felt weird that everyone was editing their paragraph. This is definitely something I will have the students do again because this is phenomenal for working on writing skills.

Over 2 days, students did geat completing the activities. The most chosen activities were the EdPuzzle, WordWall, and Quizizz. This was chosen the most because it was the quickest and easiest to do. However, I challenged the students to complete the Word Wall with 100% accuracy in under one minute.

I always begin this unit with a citizenship test from the USCIS website. I ask ten questions that relate to the unit, and students need to get six correct. I ask the questions out loud and they need to write their responses on paper. I use this as baseline data for the unit. Here is my data:

The students chose the Resource Rumble. Students used the Constitution in the textbook to answer a variety of questions. As I approved the questions, they collected legos. At the end of the resource rumble, they had to build something with their legoe related to Article I, Article II, or Article III.

Socrative is a mobile and web-based student response system with a range of question types that can be pre created or delivered ad-hoc. The mobile version comes in two separate apps Socrative Teacher and Socrative Student. ff782bc1db