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Summative Assessment Analysis

1) The author administered a summative assessment to 18 second grade students covering 6 math standards. 94% of students mastered all standards, performing 24% higher than other district students. 2) The author analyzed assessment data and student performance. Most students mastered standards but 6% scored below basic. 3) To improve, the author plans hands-on games for students to master skills over time and take ownership of learning. The author communicated results to students and stakeholders to support struggling students.

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162 views5 pages

Summative Assessment Analysis

1) The author administered a summative assessment to 18 second grade students covering 6 math standards. 94% of students mastered all standards, performing 24% higher than other district students. 2) The author analyzed assessment data and student performance. Most students mastered standards but 6% scored below basic. 3) To improve, the author plans hands-on games for students to master skills over time and take ownership of learning. The author communicated results to students and stakeholders to support struggling students.

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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Summative Assessment Analysis (SAA)

ISTE Assignment #4
ITEC 7305

Name: Lauren Nesbitt

Date: 2/21/22

ISTE standards addressed

7b Use technology to design and implement a variety of formative and summative


assessments that accommodate learner needs, provide timely feedback to students and
inform instruction. (ISTE-E 7b)

7c Use assessments and other qualitative and quantitative data to guide progress and
communicate with students, parents and education stakeholders to build student self
direction. (ISTE-E 7c)

Description of the Summative Assessment


My second grade advanced math students took an assessment through the Illuminate
Education platform for Fulton County Schools. There were eighteen students that took
the assessment. The assessment consisted of students mastering the following six
standards listed below.

MGSE2.NBT.6 Add up to four two-digit numbers using strategies based on place value
and properties of operations.

MGSE2.NBT.7 Add and subtract within 1000, using concrete models or drawings and
strategies based on place value, properties of operations, and/or the relationship
between addition and subtraction; relate the strategy to a written method.

MGSE2.NBT.8 Mentally add 10 or 100 to a given number 100–900, and mentally


subtract 10 or 100 from a given number 100–900.

MGSE2.NBT.9 Explain why addition and subtraction strategies work, using place value
and the properties of operations.
MGSE2.MD.8 Solve word problems involving dollar bills, quarters, dimes, nickels, and
pennies, using $ and ¢ symbols appropriately. Example: If you have 2 dimes and 3
pennies, how many cents do you have?

Represent and interpret data

MGSE2.MD.10 Draw a picture graph and a bar graph (with single-unit scale) to
represent a data set with up to four categories. Solve simple put-together, take-apart,
and compare problems using information presented in a bar graph.

The assessment consisted of questions that involved deep thinking, students having to
explain strategies used when solving multi-step addition problems, regrouping,
subtraction, finding the solution & identifying the solution, word problems involving
money, picture and a bar graph with an explanation to explain their logical thinking. The
assessment was administered on paper and the data was then transferred over to the
Illuminate Education software. The assessment consisted of thirteen questions.

Visual Representation of the Data


Analysis of the Data
94% of my students mastered all of the standards on the assessment. 6% of students
scored below basic for the assessment, which is equivalent to an average of one to two
students. Most students mastered all standards on this assessment. Students
performed 24% higher than other students across the district when testing on the same
standards addressed on the assessment.
Changes to Improve Instruction
I would like to improve instruction to develop students responsible for their learning by
taking ownership of their education. Students can take ownership of their learning by
taking nine weeks to master the skill, allowing them to become accountable for their
understanding. At the same time, the educator can also dictate what works best for their
students. I want to incorporate hands-on games that will allow students to master the
standard and then grasp the concept over some time. I can monitor how students do on
their various games that cover the standard from the assessment. Instructional games
would allow students to build relationships with their peers while also developing
ownership of their learning and mastering a skill while playing the game.

Reporting results to Students and/or other stakeholders


I communicated the results of the assessments through our weekly Thursday folders,
which give students an update on how they did on the previous week's assessment. It
also allows parents to see what skills might not have been mastered in the classroom.
Students can reflect on standards taught in the evaluation. Students that scored a 79%
or below had the opportunity to relearn the content in a small group setting. Students
reviewed concepts in productive learning relevant to their culture that bridge the gaps of
classroom culture and understanding. Data from this assessment was presented to
Mountain Park Elementary's Curriculum Specialist Teacher. I'm one of the two
advanced math educators on the second grade team, which will provide various data to
our curriculum specialist teacher who can monitor how students in our classroom can
handle the classroom environment of a fast-paced curriculum using Eureka Engage NY
curriculum.

Reflection
I learned the importance of covering each standard in a more hands-on approach even
throughout asynchronous remote learning, and in-person learning is vital for students'
success. It is critical for students participating in asynchronous instruction to feel
included throughout quarantining at home. Students were able to join in Quizizz and
Kahoot that their in-person peers were learning with, which was a good way for students
to collaborate with their peers even while at home. Students who scored a 79% or
below retook the assessment. Students have retaught the concepts learned in the
evaluation: three-digit subtraction and addition, word problems, money, and bar graphs.
Students will set a goal of mastering four out of five skills over nine weeks. Students will
have a sticker chart in the classroom where they practice the skill on iReady Math and
during hands-on games rotations. My biggest takeaway from this experience is to
provide students with more opportunities to achieve goals before an assessment,
monitor the data trends, and celebrate student achievement.

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