Summative Assessment Analysis (SAA)

ISTE Assignment #4
ITEC 7305.

Name: Michelle Gabriel-Ferreira

Date: 1/30/2023

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

The assessment my students took was a summative assessment of our Martin Luther

King Jr unit (Standard: SS2H1d Describe the lives and contributions of historical figures

in Georgia history – Martin Luther King Jr.). This assessment was to determine if

students retained information on the contributions Martin Luther King, Jr. made to

Georgia history and if we needed to continue teaching about MLK Jr. The assessment

had 10 questions with a word bank for students to choose from. Since my students are

so young, I do not expect memorization of spelling the words correctly, but I do expect

them to use the vocabulary in the correct context. Students had 9 fill-in-the-blank

questions regarding the life of MLK Jr. using words from the word box and one written

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response question explaining something MLK Jr. did to make our world a better place.

Students had to write the correct word from the word box in the corresponding blank

(ex: ______ allowed Martin Luther King, Jr. to change the laws without using violence.

[answer: Non-violent action]). Students not only had to use information they learned to

answer questions, such as where MLK Jr. grew up, but also context clues like – Martin

Luther King, Jr. believed in ______, which means equal treatment for all people

(answer: equality). In my classroom, we call these summative assessments

“checkpoints”, and we always do “checkpoints” on Fridays at the end of the units. This

allows students to be less overwhelmed with the word test. All students taken the

assessment at the same time. I read each question twice and allow students time to fill

in the blank with the answer. Since I have ELL students, this part is important for them

to process the information the question is asking. There is no timer or allotted time for

students to take the assessment. They are allowed to take as long as they need. Once

students are done, they bring the assessment to my teacher table face down. I allow as

many chances to retake an assessment as needed. My goal is student success and

making sure that all learning is meaningful. If a student scores lower than an 80%, I

send home a study guide to help them review information. They are allowed another

chance first thing on Monday morning or when they feel ready to take the assessment. I

want students to feel comfortable and like they have a choice when they show what

they learned. Once a student shows proficiency (80% or above), they can accept that

grade or they can try for a higher score. All scores are recorded to show growth.

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Visual Representation of the Data

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Analysis of the Data

The data on the left was disaggregated into the subgroups of males and females first attempt

average. The data shows that females underperformed on the assessment by .149. More

females scored 60% which created more females needing to retake the assessment (7 female

students). Female students raised their average by .26 on the highest attempt score, but still

underperformed compared to the males. Although they raised their average, it seems as though

more females struggled on the assessment than males. I also have to take into account that

there are double the number of females than males, so the average will take into account more

scores than males.

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The males’ data shows males had a higher average with both the first attempt and highest

attempt compared to the females. They increased their average by .9 on the highest attempt.

All students who were required to retake the assessment were given a study guide to review

material at home. Students only needed to retake the assessment once.

Changes to Improve Instruction

When it comes to low assessment scores in second grade, it is important to reteach

information in a new way. Most likely the instruction was not engaging enough for

students. I changed instruction by creating lessons that were more interactive.

Students watched the movie My Friend Martin, which is a very compelling movie with

real footage of the life of Martin Luther King, Jr. Students also needed a study guide

to take home to review vocabulary terms. Students also love to play Kahoot and

there are many premade review Kahoots on MLK Jr. This is an interactive review

where students get to play on their computers and must quickly choose the

corresponding answer to the question to earn the most amount of points. My

students love this form of review and I tend to have a lot of success with this

strategy. We will play more than once. When students get the answer wrong, they

seem to retain the correct answer and will apply that to the next time we play. Then

they can transfer this information to the assessment.

Reporting results to Students and/or other stakeholders

Student results are communicated after I grade to let students know if they will be

retaking the assessment. I will show students their score one at a time and show them

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which questions they missed. I send home a study guide with similar questions to the

assessment for them to review at home with parents or independently. This gives

students a sense of responsibility with their scores. I also communicate with parents by

having them sign the study guide to let them know that their student needs to retake an

assessment based on a low result. Students can also play Kahoots on their own that

are linked to my virtual classroom on CTLS. Students are allowed to retake an

assessment as many times as needed to show mastery. They are given resources to

review and relearn information. I also sit with them and review through the PowerPoint

or books that we used during small group, if needed. Students must score an 80% and

above to show proficiency of the standard.

I noticed that more of my girls struggled with this standard than my boys. Giving the

ability to retake assessment as many times as needed is something parents really

appreciate. The understanding is that not everything is easy for students to learn, just

like adults. Most of the time in life you are given more than one chance to prove you

know something or try something new. We don’t want students feeling life failures, we

want them to understand that everyone learns differently.

Reflection

Having seen the results of this assessment, I was quite surprised at how many

students did not show proficiency on the assessment. When I give an assessment,

my students go into it confidently and show proficiency the first time. It is uncommon

for more than one or two students to need to retake an assessment. It made me sit

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back and review my lesson plans for the week. I noticed that the lesson was not as

engaging and interactive as most of my lessons. I usually have students come up to

the board, play games, or explore resources such as PebbleGo when it comes to

Social Studies. However, I began to think that maybe when it comes to Social

Studies, I need to allow students to use their resources of notes or graphic

organizer, especially when vocabulary such as “Non-Violent Action”, “Civil Rights”

and “Justice” are involved. Students have access to all the information they need at

their fingertips thanks to one-to-one laptops. Students can look up anything they

need, why not let them use the resource of notes to help them with assessment

such as this. I decided I needed to make my lesson more engaging to my students

by playing Kahoot or watching the movie My Friend Martin (which had an impact on

me when I first watched it as a young student). I also gave my students the ability to

practice at home with their parents. This way parents were involved in the learning

process. When a student doesn’t understand something, it is important to step back

and think what could have been done differently than blaming the student. I think

that for future assessments that require students to use new vocabulary that can be

tricky for students to remember, I will allow students to use notes or graphic

organizers. If the student still underperforms, I will allow students to use the study

guide. Moving forward, I want to make sure that my lessons are always engaging

and provide a variety of ways to learn. Everyone learns differently and I can always

do my best to accommodate my students’ learning needs.

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