SUMMATIVE ASSESSMENT

PLANNING WORKSHEET, DATA SUMMARY AND DATA ANALYSIS SHEET

Teacher Candidate __Sarah D’Amore____________________ Course/Section ____________

Cooperating Teacher/Grade Level __Mrs.Coffey___________ Total Students _20
Supervisor __Dr.Weiler_____________________ Semester/Year _Fall 2020 ___
Unit Topic ___Money___( coins)_________________

Part One: Planning

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

CC.2.2.2.A.2
1. Use mental strategies to add and subtract within 20.

  CC.2.4.2.A.3
2. Solve problems and make change using coins and paper currency with appropriate
symbols

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).

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.

Through the pretest and post the children are expected to use their mental strategies to
add up the coin’s values, that are within 20 cents which correlates to standard
CC.2.2.2.A.2
Use mental strategies to add and subtract within 20. If the amount exceeds their
capability of using mental strategies the students are also able to use the number grid to
help guide them to solve the problems. As for standard CC.2.4.2.A.3 Solve problems
and make change using coins and paper currency with appropriate symbols, the
children will be solving the coin problems to find the total value of the coins. As of right
now the children have been introduced to paper currency briefly, but the assessments are
more so focused on coins. However, a change I noticed was that some children did
understand the concept of paper currency, so I had to edit my post-test to include a
problem involving money problem to really challenge these students. I also noticed that
for my more advanced group they were able to complete the pre-test with ease, so for
them I had to create a post test that challenged them.

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 = 80% - 100% ( 1 wrong)
 Acceptable = 60%-80% ( 2 wrong)
 Unacceptable = Below 60% ( more than 2 wrong)

Part Two: Administration and Data Collection

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

Pre-test
Target Acceptable Unacceptable Total
Number 5 9 6 20
of
students
25 45 30 10
% of students % % % 0
%

2. Given the pre-test data, please analyze the following:

 Student Strengths
Target
Identification of pennies and their value of 1 cent
Identification of nickels and their value of 5 cents
Identifying and knowing the value of dimes as 10 cents
Identifying quarter and knowing the value is 25 cents
Addition of coins and calculating total value
No use of number grid needed
Counting by 1’s, 5’s, 10’s and 25’s

Acceptable
Identification of pennies and that they are worth 1 cent
Identification of nickels and that they are worth 5 cents
Identification of dimes and that they are worth 10 cents
Calculating values of coin problems that contain pennies, nickels and dimes ( no
quarters)
Some students needed number grid, others did not
Counting by 1’s and 10’s

Unacceptable
Identification of pennies and that they are worth 1 cent
Counting by 1’s
Identification of a nickel as 5 cents
Using number grid

 Areas of student struggle:

Target
Assessment to easy- no struggle

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 Acceptable
Counting by 5’s for nickels without guidance
Knowing the value of quarters
Calculating the value of coin problems that involved quarters

Unacceptable
Counting by 5’s
Counting by 10’s
Counting by 25’s
Identifying coins (dimes and quarters) by name
Knowing the value of their coins (except pennies and nickels)

 Error patterns:

Counting or adding by 25 ( both acceptable and unacceptable group)

Coin identification (dimes as nickels, nickels as dimes etc, for unacceptable group)
Counting by 5’s, usually counting by 10
Mistakes with using number grids

3. 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?

The group that got the target was my advanced group that showed me that I needed to
challenge them. When administering the test, I noticed these select students would answer
the problem before I even told them to solve it. This showed me that this was simply too
easy for them and I needed to change my post test to ensure they are being challenged and
that they did in fact learn. To do this I am creating a more challenging test for them since
they did not need that added support as some other students did. For this test they will
have the same root test that the entire class gets but have a few extra problems on it too
give them a challenge. These problems will not be graded to ensure the same assessment
is given to everyone, but these will be challenge questions they can complete, and the
students will be aware of that before given the assessment. Additionally, since these
students were already capable of calculating the value when we did small group, we
focused on the higher value coins and even paper currency, which will help me create the
challenge questions for them.

For my group that got unacceptable these students had trouble with concepts for the
bigger coins such as nickels, dimes and quarters. In our small group time, I had to spend
more time focusing on these concepts and really embed the value these coins and their
identification factors before practicing adding the value of these coins. A strategy I had to
teach to help them remember the coins values and help calculate the total value while in
small group was to write the value under the coin and then add it up using their number
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 grid to help. This seemed to help the students remember the values of the coins and
calculate the total, while we practiced in small group. For the post test my goal is to
encourage them to continue working with this strategy to help them calculate the total
value of the coins.

Among all groups the biggest errors I saw were identification of the coins and
counting by 25’s. For the identification of coins, I addressed this issue, by simply
spending times focusing on one coin at a time, identifying the key factors and then
discussing the value. Knowing this was an issue I would show the children the pictures of
the coins and have them identify which coin it was and its value before even completing
any problems with that coin. To further emphasize this, I created a money matching game
for their choice board that had them identify the coin to its value, just to get that hands-on
learning. As for the issue with the 25’s hand motions were used to help the students count
up by 25’s which helped make this information tactile and hopefully help the students
embed this information. Additionally, the students were encouraged to use their number
grid to help by starting at 25 going down two rows and moving over five. There was also
emphasize that when counting by 25’s the number will always end with either a 5 or a 0,
which helped eliminate a lot of numbers off the number grid.

4. Re-design your post-test/summative assessment, if necessary.

5. After teaching your planned unit, administer the post-test.

6. Collect the post-test data. Record it below:

Post-Test
Target Acceptable Unacceptable Total
Number 10 7 3 20
of
students
50 35 15 10
% of students % % % 0
%

Part Three: Data Analysis, Effect on Student Learning and Remediation Plan

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

 Student Strengths:
Target
Identification of all coins and their values
Calculating total value of coins
Labeling coin vales under each coin

Advanced Target (given challenging problems)

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 Adding up total amount of coins that exceed a dollar
Identifying paper currency and calculating total

Acceptable
Identification of coins
Labeling coin values
Calculating value of coins in problems that don’t contain quarters

Unacceptable
Counting by 1’s
Identification of pennies and nickels
Identification of dimes and quarters
Using number grid

 Areas of student struggle:

Target (Advanced, given challenging)

Using the proper symbols for a dollar
Writing a amount out that has both dollar and change such as $1.25

Target
None- simple addition error

Acceptable
Adding 25 to the value- usually added 10 rather than 25

Unacceptable
Counting by 5’s
Counting by 10’s
Adding 25
Knowing value of dimes and quarters
Adding with dimes and nickels

 Error patterns:
Addition of 25, many would add by ten
Coin identification ( a select few were still mixing up coins and their values)

2. 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?

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 When I look at the data I noticed that I had three students go from unacceptable
to acceptable, and five students go acceptable to target, which I believe does show
that learning took place. For the three students who moved from unacceptable to
acceptable they went from getting four or five of the questions wrong on the test to
only getting two of the questions wrong, and these were the questions that involved
quarters. With knowing these students and the level they are at in terms of
mathematics, this great of an improvement shows that learning had taken place. The
concepts of quarters and adding 25 to a number may be too advanced for this
particular group at this time but as we continue through the year, I can see these
students eventually hitting the target area.

When looking at the students who went from acceptable to target I can prove
that learning took place simply by the strategy they used to help calculate the total
value of the coins. Through the practice and individual lessons on coins, and
practice with coins that students were able to correctly identify the coin, its value,
and finally solve problems with the various coins. For these students if they got one
wrong, which is still in the target area, it was a simple addition error, or an error in
using their number grid, rather than not knowing the coin and the value. When
looking at the data and the few students who did get one wrong, I noticed they
valued the coins correctly, which showed it was a calculation error over a
knowledge error, which to me proves that these students learned the coins and their
values and are now able to solve problems involving a mix of coins.

For the students who were at target level and who remained at target level I
know learning occurred for them by the posttest challenging section. In the
beginning when the coins were to easy for these students I started to give them coin
amounts that equaled over a dollar, and they seemed to struggle with how to
properly write the answer, though the calculations were correct. After teaching
them how to correctly write the answer in the form of $ #. ## the students were able
to successfully add up the various bills and coins and get the correct value.

3. After reviewing the data, please describe your effect on student learning. Did
your planning, pedagogy, strategies, instructional delivery, resources, etc., make
a difference? Did the students learn what you intended?

Over the course of teaching my unit I noticed that my plans did not
necessarily go as planned. For my lowest level group, I had to spend a lot more
time with them working on pennies and nickels to ensure they had these
concepts before I could teach a new concept such as dimes and quarters.
Ultimately these students still are struggling with calculating value of multiple
pennies, or nickels together, and really need more time to master this concept.
Though a few students were able to move on and learn about dimes and
quarters, the three students who remained in unacceptable need more time and
practice. This unfortunately, meant that this group did not learn what I
originally intended, but for their level and their needs I believe they learned the

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 proper amount of information. As of right now, my expectations have to be
brought down to the level that are at and slowly increase my expectations of
student outcomes as they continue to learn.
For my students who were in the acceptable category they seemed to
take to the lessons and grab the concepts quicker than I expected. My first
lesson with pennies and nickels was to easy for this group, but once I got to the
dimes and quarters lesson more scaffolding and focus was needed. I noticed that
these children grasped the dimes a little quicker since they could use their
number grid and follow the numbers down, which wasn’t possible with
quarters. However, after teaching the quarter strategy, some students were able
to successfully grasp the concept of quarters and later perform very well on the
post test, which showed that these students learned what was intended for them
to learn. For the select few who still struggle with quarters more practice and
review should allow them to fully grasp the concept. Since this group still
struggled slightly with coins the dollar lesson, was too hard for most of them,
which was expected. Though we had to review dollars, it was just too high of an
expectation at the moment and will be something they develop more throughout
the rest of the school year. With that I would say that this group did seem to
grasp the concepts that I intended to teach as they now can successfully identify
coins and their values , and even solve various coin problems, which was my
overall goal.
For my target group they originally started off knowing more
than I expected which made me alter my lessons mid was through teaching
which was fun. For this group the penny and nickel lesson was too easy for
them so I was able to jump over it and get right into dimes and quarters. At first
the quarters seemed to stump them but after a quick review this group was very
successful in identifying all coins and their values. I then was able to focus
more with the lesson on various bills and they were even successful with that.
Though with this lesson I focused on the one-dollar bill I believe these children
would also be successful with higher bills. The only real struggle I saw with this
group was how to write the answer when the value went over a dollar but after a
quick lesson they were successful in correctly write out the amount when it was
over a dollar. In the end this group learned more than I intend for them to learn,
which allowed me to adapt my lessons on the spot and make them more
advanced.
Overall, I had a mix of results for what I intended my students to learn.
My lowest group did not fully learn what I intended them to learn, but I believe
they were successful in learning what they were capable of, and that my
expectations for this group needed to decrease slightly, and they would have
learned what I intended them to. For my acceptable group they learned exactly
was what intended for them to learn even with a select few still struggling with
quarters. I went into these lessons wanting these students to be able to identify
the coins and their values, and solve problems with various coins, which they
became capable of, so that meant the expectations I had for them. In my last
group the advanced group they learned more than I intended and needed more
of a challenge than I planned for but were also successful in the end.

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 4. For those students who demonstrated an unacceptable level of achievement,
please use the specific data and analysis to create a remediation plan. How will
you reteach them (in a new way!) to help them meet the objectives of the
assessment/unit? This might include accommodations, adaptations, or
modifications. Please be as specific as possible. 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.

For my three students who still remained in the unappeasable group some
modifications would have to be made for them to be successful. To modify this lesson
for them I would not focus on the quarters at all, since this is to advanced for them.
Additionally, I would not move onto dollar bills for this group, until they were at a
level where that would be appropriate. With these modifications, would come a posttest
where I delete the problems with the quarters and possibly focus more on pennies and
nickels and throw in a harder problem that involves dimes.
For the accommodations I would break the lessons down even more and spend
more time on each individual coin. Though this group was doing really well with
pennies and nickels I would want more focus on these coins individually just to ensure
they mastered the concept. Additionally, I believe these students need a tactile way to
physically play with the money and put it in a real-world perspective. If in the
classroom this would be giving them real coins to examen, play with and count up.
Virtually, the best way to give them this experience is through money games that I
created, that helps them identify the coin and its value and then solve the problems with
various coins.
As they advanced in their abilities playing games with the coins may also be a
great way to help encourage them to count the change and identify the coins. When
looking at the long-term goal I would eventually love for them to master the concepts
of all the various coins, but right now this group needs to focus on short term goals and
work our way up. With this group I will continue working with them on mastering
pennies, then nickels and so on until they can master all coins and their values. The last
focus among all my groups is just more practice using their number grid, but that will
come as we practice more within our math class and through the homework. Overall, I
believe that this was a successful unit and that my students are now more capable of
solving problems with money than they were before I taught.

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