SUMMATIVE ASSESSMENT

Teacher Candidate __Laura Gahagan________ Course/Section _____084_____

Cooperating Teacher/Grade Level ___Jill Myers 2nd Grade_______ Total
Students _18____
Supervisor ___Professor Tiffany Bates____ Semester/Year ___Spring
2022_____
Unit Topic ___Measurement____

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

a. CC.2.4.2.A.1 Measure and estimate lengths in standard units
using appropriate tools
b. Students will be assessed on their knowledge of a ruler
c. Students will have to properly read a ruler
d. Students will measure using centimeters to complete the graphic
organizer.
e. Students will have the understanding of the ruler, so I will be
looking to make sure the students have been measuring with the
correct unit of measure.
f. The students will also be assessed on their knowledge of the unit of
measuring. They will have to choose the appropriate choice when
asked to measure a specific object.

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

standards. Check the district objectives (based on the district’s curriculum
framework).
Pre- Test
https://drive.google.com/file/d/1GnvGALFCwfykFAz0rcqkATaM5
EW2wyVT/view?usp=sharing

Post- Test
https://drive.google.com/file/d/12oWhAVVdkbiu1_-WovLA-Cmp1
hVwCOx7/view?usp=sharing

3. Describe how you think your pre-test is aligned to your proposed unit
standards and objectives. If not aligned, what do you need to change for your
post-test?

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 a. This assessment targets the students' needs when it comes to the
curriculum. The standard that was chosen states that the students
will be able to estimate and measure appropriately.
b. The district's curriculum addresses that the students should be able
to estimate, measure and understand the unit of measurement. With
the completion of this assessment my students will have shown
their understanding of measurement and how to properly use the
ruler.

4. Prior to administering the authentic task, set your proficiency levels.

a. Meeting Expectations = 85%-100%
b. Approaching Expectations = 84% - 65%
c. Below Expectations = 64% - below
5. Administer the Authentic Assessment and assess its results. Record the
results below.

Authentic Task
ME AE BE Total
Number 0 5 13 18
of
students
0 27 72 100
% of % % % %
students

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

● Student Strengths:
For this assessment, most of my students who answered my last question
measured correctly or were very close to the target answer. This showed
that most of my students know how to operate a ruler. Another strength
that I have noticed while going through their pre-test was to read the ruler
and find the correct answer in the answer choices.

● Areas of student struggle:

The other part of my students didn't know how to use a ruler. This showed
by writing just one number or not even attempting my last question. Some
students also didn’t know the labels of the unit of measurement. They
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 either just circled one or skipped it all together. There was also confusion
with the unit of measurement. Whether it was centimeters or meters and
what unit of measurement would be appropriate.

● Error patterns:
For this assessment I noticed there was a pattern with identifying the unit
of measurement and the label for them. Many if not all my students did
not know the unit of measurement to measure a paperclip with.

7. The analysis of the data from my pre-test has influenced my planning a

generous amount. I decided to spend more time on introducing the ruler than
I thought I was going to spend on it. I also had set aside a day where I will
take small groups and I made that an option for all the other days. That way I
would be able to read those other students' needs if they showed they needed
it. For my students who got a BE on this assessment, I will make sure I will
get them involved in the instruction. When allowing my students to complete
the assessments I decided I will collect all of them to just check up with my
students and identify if I needed to touch base on anything else again. The
error patterns in my pretest were very evident and pretty identical all the way
through. I needed to emphasize what the labels were per each unit of
measure.

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
ME AE BE Total
Number 13 5 0 18
of
students
72 27 0 100
% % % %
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 % of
students

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

● Student Strengths:
For this assessment the students have demonstrated many strengths, they
have all shown the understanding of the labels of each unit of
measurement. The students have all demonstrated the knowledge of lining
up the ruler with the object and measuring to the nearest inch or
centimeter. The majority of my students got my first and second question
correct.

● Areas of student struggle:

Some students have shown a struggle with determining what side is inches
and which is centimeters.This resulted in one question being wrong. If I
was asking the student to measure in inches then they would have gotten
the question correct. Students have also struggled with determining the
best unit of measurement.

● Error patterns:
I had the students determine the correct unit of measurement for a
paperclip. I was looking for centimeters but I can also see why a student
would say inches. This was the only student struggle that was a pattern
through most of the tests.

12.How does your post-test data compare to your pre-test data?

Looking at my pre-test data and my post- test data it is evident that
my students have made enormous strides with their knowledge on
measurement. My students have the correct understanding of a ruler
and how to measure properly. My pre-test data had the majority of
my class in the below expectation era and a few in approaching.
Those students who were approaching expectations were just
reaching that AE. After all the lessons and my unit was complete my
students have each demonstrated a change in their knowledge.

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13.Can you make a case that your instruction has had an effect on student
learning? Why or why not?
I believe my instruction had an effect on students' learning due to
the evidence in my data. My tests were identical except that I took
away the ruler on the page for my students so I could assess if they
were properly measuring with a ruler. It was very interesting to see
how much my students have improved and see that improvement in
a number on a page. My students have talked about the ruler all
throughout the day with me and they asked many well thought out
questions about the topic. My students have shown the excitement to
work with the ruler and have demonstrated their knowledge on my
assessment.

14.
After looking at my data I have noticed that I will _____ need to
remediate my students. Although if I had some students who had an
unacceptable level of achievement I would have taught more small
group instruction. I believe looking at the ruler in depth is important
and needs to be more of a focus than talking about the ruler and
having that expectation for my students to have been following
along and listening to my explanation of the ruler. Another
remediation I could do would be to have the students sit at their
desks for a day and work on a graphic organizer, that way I could
take anecdotal notes on who might need more help with identifying
the ruler.

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