SUMMATIVE ASSESSMENT

PLANNING WORKSHEET, DATA SUMMARY AND DATA ANALYSIS SHEET

Teacher Candidate Emily Banta Course/Section 045

Cooperating Teacher/Grade Level Amie Brossman, K
Total Students 14 Supervisor Professor diCenso
Semester/Year Fall 2018 Unit Topic Life Cycle of a Pumpkin

1. List (bulleted) the content and/or process standards you’ll be assessing.

 3.1.K.A3 Observe, compare, and describe stages of life cycles for plants and/or
animals.

2. Design a pre-test/preliminary post-test that are both aligned to these content

standards, as well as the district objectives (based on the district’s curriculum
framework).

 For the pretest, students will be asked to put 6 pictures in order to show the life cycle
of a pumpkin. Target will be 6/6 steps correct, acceptable will be 4/6 steps correct, and
unacceptable will be 3/6 or less steps correct.
 The post test will be given in conjunction with the authentic assessment. The
summative assessment part will be students putting the pictures in order. They will
also be asked to tell the steps orally. The authentic assessment part will be the students
creating life cycle hats with those pictures.

3. Describe how you think your pre-test is aligned to your proposed unit standards and
objectives. If not, what do you need to change for your post-test? This may include
improving the test, adding more standards, deleting standards, etc.

 Throughout the unit the students will be asked to observe the life cycle of a pumpkin
and compare it to other life cycles. They will be asked to describe the stages of the life
cycle of a pumpkin during this assessment. Their observations will be assessed during
the authentic assessment when they have to color the pictures appropriately.

4. Prior to administering the pre-test, set your proficiency levels. For instance, what
will constitute “Target”, “Acceptable” and “Unacceptable”? These levels should
remain consistent on your post-test. Please list proficiency levels below. (Ex: Target
will = 90% - 100%; Acceptable = 70% - 90%; Unacceptable = Below 70%).

 Target = 6/6, 100%

 Acceptable = 4/6, 67%
 Unacceptable = 3/6, 50%

5. Administer the Pre-Test and assess its results. Record your results below.

Pre-test
Target Acceptable Unacceptable Total
Number of 7 2 5 14
students
50 14 36 100
% of students % % % %

Weiler 2016
6. Given the pre-test data, please analyze the following:
 Student Strengths: Many of the students are visual learners. I believe half of the
students were successful because they had the background knowledge they needed and
could apply it to the six pictures because they do well when working with visuals.

 Areas of student struggle: Students who put some of the pictures in the correct spot
have basic knowledge of how plants grow, but need support in order to understand
how a plant grows from a seed to a fruit. Students who did not put any pictures in the
correct order have little to no background knowledge of how plants grow and will
need the most support during the unit. Only two students did not put any pictures in
the correct order.

 Error patterns: A common mistake that students made was switching the vine picture
and the flower picture to the incorrect order. Many of them put the flower before the
vine. This was an error that I expected. Several students also put the vine before the
sprout, which was another error that I expected.

7. How does your analysis of student struggle and error patterns influence the
planning, implementation and assessment of your unit? For example, based on
student strengths, who may need extra challenge in your planned accommodations?
How might you do this? Based on areas of struggle, who may need
adaptations/modifications in your planned accommodations? How might you do
this? Based on error patterns, what might you need to emphasize in your lessons?

My analysis shows me that I will be able to dive deeper into the content with the
students. More than 80% of them got 50% of the pre-test correct. This tells me that they have
basic understanding that can grow and be expanded upon. This also tells me that they will
most likely be able to generalize the life cycle of a pumpkin to apply it to the life cycle of all
fruits. Had they done very poorly on the pre-test, I might not have assumed that. Overall, I
will be sure to include a great deal of repetition when talking about the life cycle of a
pumpkin. I have learned that this really helps my students when talking about processes. We
use this strategy in math when learning new vocabulary and in reading when learning new
high frequency words or talking about the sequence of a story, which is how I know it works
for my students.

Weiler 2016
8. Re-design your post-test/summative assessment, if necessary.
9. After teaching your planned unit, administer the post-test.
10. Collect the post-test data. Record it below:

Post-Test
Target Acceptable Unacceptable Total
Number of 13 1 0 14
students
93 7% 0% 100
% of students % %

11. Given the post-test data, please analyze the following:

 Student Strengths:

Student strengths include memorization and repetition. They benefit from kinesthetic
activities and constant repetition. They are able to remember facts they find interesting or
surprising. They are also visual learners, which I mentioned during the pre-test analysis. I
believe that they used what they already knew and applied that information to the new
content. I also think that going over the general information about life cycles helped the
students apply it to a pumpkin specifically.

 Areas of student struggle:

Students struggled with remembering details regarding each step of the life cycle. The
data does not reflect this because my assessment did not measure those specifications. I
believe that if I had more time with the topic, the students would be able to explain each step
of the life cycle of a pumpkin in more detail.

 Error patterns:
While only the data of 14 students is shown, 19 students took the post-test. 5 students were
not included in the data because they missed one or more days of the unit. Two of the students
are new, and missed most or all of the unit. Surprisingly, they met target level on the post-test.
The other three students got unacceptable on the post-test. These students were either pulled
out of the room for a period of time for each lesson or were absent for at least one lesson. The
errors that they made were simple and predictable. For example, they mixed up the pictures
for sprout, vine, and flower. These are similar and in the middle of the life cycle, therefore
they are easily confused.

12. How does your post-test data compare to your pre-test data? Can you make a
case that your instruction has had an effect on student learning? Why or why
not?

My instruction had an effect on student learning. The pre-test data shows that 9
out of 14 students started at acceptable or above. The post-test data shows that 13
students hit target level and 1 student was at the acceptable level. The five students that
showed improvement are evidence that my instruction was effective. They all started
out knowing very little, and when I tested them they were solid on the information they
had learned.
Weiler 2016
13. After reviewing the data, please describe your remediation plan for students
who demonstrated an unacceptable level of achievement? If all students
achieved at the acceptable level or above, please write a hypothetical
remediation plan in which you both anticipate what skills/concepts students
MIGHT have difficulties accomplishing/understanding and how you’d go
about remediating. This might include re-teaching (with different methodology
of course!), adapting the materials, adapting/revising the assessment, etc.
All of my students that received instruction for the entirety of the unit achieved at the
acceptable level or above. My plan for remediation for students who were absent at some
point during the unit and did not achieved acceptable level would be to teach in small
groups. I think it would be good to write a song about the life cycle of a pumpkin with the
students. They all love to sing and I constantly hear them singing the morning meeting
songs throughout the school day. I think that if they came up with a song together, it would
help them remember the steps to the life cycle of a pumpkin. I would be sure to have the
pictures of each step readily available to refer to as they sing the song. I firmly believe that
this would help this specific group of students learn the life cycle of a pumpkin.

Weiler 2016