Summative Assessment Analysis (SAA)

ISTE Assignment #4
ITEC 7305
Name: Alexandria Benson

Date: October 3, 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 Rounding to the Nearest Ten and Hundred. The

assessment is derived from standard MGSE3.NBT.1-Use place value understanding to round

whole numbers to the nearest 10 or 100. The assessment was administered to 21 third graders, in

Mrs. Benson’s class, at North LaFayette Elementary School. Two of the 21 students receive

special education services.

The purpose of the assessment was for learners to show mastery of NBT.1, rounding to the

nearest ten and hundred. The Edulastic test consisted of 25 questions– 5 fill-in-the-blank

questions, where learners were asked to round the given number to the nearest ten or hundred,

four fill-in-the-blank rounding word problems, and one constructed response. The assessment
was administered on Friday, September 16th, and this was the second math assessment of the

school year. The day before the assessment, third graders spent time reviewing rounding to the

nearest ten and hundred.

Visual Representation of the Data

All Assessment Values
Mean 93.3

Median 96
Mode 100

Range 36

Assessment Values by Gender

Girls
Mean 92.0
Median 94

Mode 92, 96, 100

Range 36
Boys
Mean 95.1

Median 100
Mode 100

Range 16

Assessment Values- Special Education Students

Mean 76.0

Median 76
Mode 64, 88

Range 24

Assessment Values- General Education Students

Mean 95.2
Median 96

Mode 100
Range 16

Analysis of the Data

Including All Assessment Values:

A total of 21 third graders were assessed on their understanding of rounding numbers to

the nearest ten and hundred. The mean of the assessment mean was 93.3, the median was
 96, the mode was 100, and the range was 36. The data reveals that the majority of the

students met mastery of NBT.1.

Assessment Values by Gender:

Mrs. Benson’s third grade class is made up of 12 girls and 9 boys. For the rounding

assessments, the female students scored a mean of 92.0, a median of 94, a mode of 92,

96, and 100, and a range of 36. The female learners scored a bit lower than the male

students.

The male students had slightly increased scores than the female learners, as they scored a

mean of 95.1, a median and mode of 100, and a range of 16.

Assessment Values for Special Education Students:

Two of the 21 students in Mrs. Benson’s third grade class were identified as having an

IEP and receive special education services. Out of the different subgroups analyzed,

students in this group had the lowest assessment values. The mean was identified as 76.0,

the median was a 76, the mode was 64 and 88, and the range was 24.

General Education Students

Out of Mrs. Benson’s 21 students, 19 learners are identified as general education

students. This group scored a mean of 95.2, a median of 96, a mode 0f 100, and a range

of 16. This subgroup had the highest mean score out of all the subgroups analyzed.

Changes to Improve Instruction

Upon reflecting on this data, more time and resources need to be given to the one student
who did not reach mastery of NBT.1. A series of new lessons will be implemented to reteach the

learner who did not reach mastery.

Another change which can be implemented to improve instruction would be to provide

more hands-on learning opportunities. Beaded number lines and interactive number lines could

be utilized for learners who benefit from hands-on learning experiences.

For my SPED students, instruction could be improved by offering more opportunities for

small group work. Within the small groups, intentional and targeted guidance will be utilized to

work on student weaknesses in rounding numbers to the nearest ten and hundred.

Additionally, the question which was missed the most was the constructed response

question at the end of the assessment. This question-type will be a problem which will need to be

revisited with third graders.

Reporting results to Students and/or other stakeholders

All of the third graders had the opportunity to review their grade before they left for the

school day. Additionally, I submitted student grades to the county grading system, PowerSchool,

so parents could review their child’s grade. A copy of the assessment was sent home to parents

on September 23rd.

North LaFayette Elementary encourages teachers to provide students with opportunities

to reassess any assessment they choose. Remediation lessons and reviews are required before a

student has the opportunity to reassess. These lessons and reviews take place before school and

during math lab, a 45-minute block set aside each day for remediation and enrichment

opportunities. Once the reassessment is given, grades will be returned to students and parents and

will be updated in PowerSchool.

Although previously stated, many students struggled with the constructed response
questions; therefore, this question-type will be revisited with third grade students.

Reflection

For students’ second math grade in third grade, I was very pleased with the overall scores.

Before beginning the rounding unit, I ensured that students had a strong understanding of place

value. Once students reached mastery of place value understanding, I introduced rounding to the

nearest ten and hundred. However, I believe I could have been more consistent in checking for

place value understanding and mastery as students dove deeper into the rounding unit. For the

one student who did not reach mastery, I believe a place value review would be essential in the

remediation process. IXL, Nearpod, and MobyMAX will be utilized as rounding practice tools

for students. Additionally, students will be reminded of the notes, vidoes, charts, and activities

available to them on Google Classroom.

Although previously stated, I will allow students to reassess after they have completed

remediation/review lessons for rounding. The new assessment will be a different test with similar

question-types.

Additionally, due to the high scores, my next steps should be to consider how I can enrich

rounding instruction. What challenging opportunities can I provide my learners who reach

mastery? One idea I could utilize for enrichment would be to provide engaging lessons on

rounding to the nearest thousand.

In order to improve their performance going forward and setting their own goals, I believe that a

self-assessment would be an effective tool which could be utilized to allow learners to reflect on

the rounding unit and their performance. The self-assessment could also provide me with insight

on my students’ thoughts and ideas of the unit and allow me to strategize applicable next steps

for each learner, along with providing opportunities for my learners to set their own goals.
The biggest takeaway from this analysis is that I could make improvements in analyzing student

data and design applicable next steps which will help each individual grow. I could be more

intentional in designing enrichment lessons based on the collected data. On the contrary, for the

one student who did not reach mastery of NBT.1, I need to be intentional about targeting

instruction to best meet the needs of that learner. This assignment opened my eyes to

understanding the importance of forming ability-based small groups, based on the collected

data.