Summative Assessment Analysis (SAA)

ISTE Assignment
ITEC 7305

Name: Sandra Curd

Date: 09.16.2022

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 summative assessment was entitled Combining and Composing Functions

Assessment and was given to 72 students enrolled in Algebra 2 Year Long with Support
at LaFayette High School. The assessment was given to three classes, all of which
belong to Mrs. Curd, in two of the classes there are co-teachers and in one class there
is a student who utilizes a sign language interpreter. There are 20 of the 72 students
who are considered special education students who are taken out of the room for small
group testing.

The students were introduced to the learning standards through direct instruction,
individual practice, and through engaged learning. There was a test review given to the
students the day before the assessment. The assessment was administered in Mrs.
Curd’s classroom and the students were allowed to use the calculators provided by Mrs.
Curd. All of the resources for this unit have been made available to the students on
Google Classroom. Students have access to notes, assignments, videos, and other
useful resources.

The purpose of the assessment was to provide the students an opportunity to show
mastery/understanding of the standards that were being addressed. The assessment
was given on August 30, 2022.

The students are still fairly new to Mrs. Curd's class as the assessment was given on
August 30th. They have only had one other assessment to date. There were a few
students absent which resulted in a zero on the assessment and one student was found
using their cell phone which also resulted in a zero on the assessment.

Testing Format:

● All free response

● A chart that must be completed
● Modifications made for students who are special education students and require
shorter assessments

Standards:

● MGSE9-12.F.BF.1b Combine standard function types using arithmetic operations

in contextual situations (Adding, subtracting, and multiplying functions of different
types).
● MGSE9-12.F.BF.1c Compose functions.

Visual Representation of the Data

Including All Assessment Values:

Excluding Zero Assessment Scores: (for absent students and cheating)

Special Education Students:

Excluding Zeros for Special Education Students:

Including All Assessment Values:

Assessment Central Tendencies

Mean: 66.4
Mode: 0
Range: 100
Quartile 1: 52.5
Quartile 2/Median: 75
Quartile 3: 89

Excluding Zero Assessment Scores: (for absent students and cheating)

Assessment Central Tendencies

Mean: 75.9
Mode: 93, 100
Range: 70
Quartile 1: 61
Quartile 2/Median: 80
Quartile 3: 93
Special Education Students:

Assessment Central Tendencies

Mean: 53
Mode: 0
Range: 100
Quartile 1: 15
Quartile 2/Median: 64.5
Quartile 3: 77

Excluding Zeros for Special Education Students:

Assessment Central Tendencies

Mean: 70.7
Mode: 72
Range: 70
Quartile 1: 58
Quartile 2/Median: 72
Quartile 3: 86

Analysis of the Data

Including All Assessment Values:

72 students were assessed on their knowledge of combining and composing functions.

The mean of the assessment was 66.4, the mode was 0, the range of the scores was
100, the lower quartile was 52.5, the quartile 2 or the median was 75, and the upper
quartile was 89.

9 zeros were factored into the assessment data. Below you will find the central
tendencies excluding the zeros.

Excluding Zero Assessment Scores: (for absent students and cheating)

72 students were assessed on their knowledge of combining and composing functions.

Of the 72 students, there were eight students absent, and one student was found
cheating, on their cell phone, during the test. Excluding the nine zeros the mean of the
assessment was 75.9, the mode was bimodal with the score of 93 and 100, the range
was 70, the lower quartile was 61, quartile 2 or the median was 80, and the upper
quartile was 93.
Special Education Students:

20 special education students were assessed on their knowledge of combining and

composing functions. The mean of the assessment was 53, the mode was zero, the
range was 100, the lower quartile was 15, the quartile 2 or the median was 64.5, and
the upper quartile was 77.

5 zeros were factored into the assessment data for the special education students.
Below you will find the central tendencies excluding the zeros.

Excluding Zeros for Special Education Students: (for absent students)

20 special education students were assessed on their knowledge of combining and

composing functions. Of the 20 students, five students were absent on the day of the
test. Excluding the five zeros the mean of the assessment was 70.7, the mode was 72,
the range was 70, the lower quartile was 58, quartile 2 or the median was 72, and the
upper quartile was 86.

The special education students are included in the data for the whole assessment,
however, overall as a whole, the class average was higher than the special education
students alone. The assessment data, initially, was skewed due to the absent students
and the one student who cheated being included in the data. When those students are
removed from the data there is a clearer picture of what the students learned during this
assessment.

Changes to Improve Instruction

One way that I believe that I can change my instruction is to try to implement more
engaging lessons for the students and to use games when I can. By making the lessons
more engaging for the students they will in turn, hopefully, understand the material
better. Making learning fun is the goal of this change to improve my classroom
instruction. I plan to use more Blooket and Kahoot games during instruction when the
lesson allows. Blooket and Kahoot offer more reviews through fun interactive games.
The students can answer questions while also playing a game. They are playing the
game with everyone in the classroom and the program also takes data while the
students are playing so that I can see where we need to improve or re-teach, if
necessary.

There are also other ways to make the lessons more interactive/engaging for the
students. We can do coloring pages, group projects, interactive games, escape games,
and many other activities. By utilizing these games it will give the students a more
hands-on experience and the students will hopefully have a better understanding of the
abstract concepts in Algebra 2. For this particular lesson, I found a group game that the
students could play. The students are given 2 dice and they are labeled with f(x) and
g(x). The students are placed in groups and they are given the dice. To play the game
the students must roll the dice and then perform the function operations based off of the
f(x) and g(x) values on the face of the dice. This gives the students an interactive lesson
and allows them to work with a group. This is just one example of how I could improve
teaching the standards that were listed previously in this document.

Another way that I plan to improve my instruction would be to make revisions to how we
review for the test. During two of my classes, I have over 30 students and I have a
co-teacher during both of those blocks. In the class that I do not have a co-teacher I
have only 13 students so it is considered a small group already. I plan to split the two
larger classes in half to create 2 small groups during each class block and conduct the
test reviews that way. Then the students will be in smaller groups and they will have
easier access to the teacher with fewer distractions in the room.

After making these revisions I can analyze the data once again and see if the students
perform better and see if the sub-groups also make improvements. The students will
continue to have access to Google Classroom which will house their notes,
assignments, and other useful resources. By making these changes to my classroom
instruction I can ensure that my students are more engaged in the lessons.

Reporting results to Students and/or other stakeholders

The results of the assessment were communicated with the individual students before
they left the classroom for the day. Each student was told what they scored on the
assessment and the grades were put into the grading system used by Walker County
Schools, PowerSchool. The parents/guardians also have access to the student's scores
through the PowerSchool system. Other stakeholders within the school system also
have access to every assessment, whether it be formative or summative, given in my
classroom.

The most missed question on the assessment was where the students had to solve a
problem that required them to FOIL. This concept will be covered again in Algebra 2 in a
couple of weeks. There was also a review of the concept the day after the assessment
for the students to get more practice on the concept. The second most missed question
on the assessment was where the students were given a value for x to evaluate the
function. The students solved the function using either combining or composition
functions but then they neglected to insert the value given for x. This concept was also
reviewed with the students.

In Walker County Schools the students are allowed to reassess any assessment if they
so choose. The students in my classroom will always have the opportunity to reassess if
they would like to. The students must complete another test review before reassessing.
They must come in before school to go over the test review with either myself or one of
my co-teachers. This ensures that the students are taking ownership of their learning as
well as working to achieve a goal rather than just trying to reassess and not knowing
what they are doing.

Reflection

This is the second summative assessment for Algebra 2 and it is the first Algebra
2 concept that is not a review concept. I think that the students did as expected
when compared to my other nine years of teaching. It takes a little while for the
students to get used to me as an instructor, Algebra 2 in general, coming back to
school, no hybrid or online classes, and many other factors.

Many of the students enrolled in Year Long Algebra 2 have attendance issues
and this was evident when reviewing the scores that is why I decided to review
the data with the zeros factored in and without the zeros factored in. The zeros
did skew the data a little bit.

The students will continue to be assessed and the assessments will be monitored
to make sure that the students are fully understanding the concepts. There will be
remediation available for the students as stated in the previous section.

When speaking to another teacher about this assignment, we were discussing

how I could help the students to take their work and set goals for improvement as
we continue learning in the classroom. We discussed implementing a
self-assessment. The self-assessment/self-evaluation would include the
questions listed below.

1. How do you think you did on the test?

2. Did you complete all of the work assigned before the test?
3. What can you improve on?
4. What standards have you mastered?
5. Do you need to reassess?
6. What would you do differently to prepare for the test?

This will provide the students with a remediation plan and a self-evaluation.
Another way that I could help the students is to provide them with additional
practice on our learning platform called Edgenuity, a remediation program to
review standards that the students have not mastered.

The students were reminded that they have access to all of the notes, videos,
materials, and other useful resources on Google Classroom. I demonstrated how
to find the resources on the ViewSonic Board for the students in class. When
discussing with the students they stated that they could do a better job of
studying, take the test review home to study, take time to read the question to
ensure that they are answering it correctly, review the teaching videos on Google
Classroom before testing, and ask more questions if they need help.

For me, the biggest takeaway from this analysis was that I could do a better job of
helping my students and myself to analyze each assessment individually. I feel
like most of the time I review their grades and think they are good and they are
passing so there is no need to stress about each assignment. This assignment
made me realize that each assignment and each standard is important to the
student's learning and mastery of the standards. In the future, I hope to make the
assignments more engaging and utilize games when I can in my lessons. I also
hope to utilize more small groups when we review for the test to help the students
receive more small-group instruction. I hope that both of these strategies will
increase student learning which in turn will increase test scores.