Summative Assessment Analysis (SAA)

ISTE Assignment #4
ITEC 7305

Name: Briana Norwood

Date: February 21, 2021

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

Third grade wrapped up standards taught from unit 4 in ELA, so a post-test was
administered to show mastery of content taught. This is the last post- test students will
take in ELA until the Georgia Milestones. I only teach ELA and social studies to 43
students altogether. I have two sets of students that I teach. The test was administered
when students saw me for those two subjects and I allotted up to an hour and a half to
complete it. The test was administered through the online platform, Illuminate
Education. There were 16 questions, including 2 constructed responses that covered
the standards: CCSS.ELA-Literacy.RI.3.4, CCSS.ELA-Literacy.RI.3.5 ,
CCSS.ELA-Literacy.RI.3.6 , CCSS.ELA-Literacy.RI.3.7, CCSS.ELA-Literacy.RI.3.9,
Visual Representation of the Data
Analysis of the Data

Overall, 21 students did not pass the test and 22 students did. The mean for not
passing the test was 49%. Since more than half of the total number of students I teach
did not pass, a retest of the same standards must happen. The score of the original test
and retest will be averaged out as a final grade. My homeroom class (22 students)
performed higher than my class I switched with (21 students). This could be due to time
not being equally divided between both groups of students due to scheduling conflicts
over the past two months with standardized testing.

Changes to Improve Instruction

One change that I would make would be checking the weight of questions from the
item bank before adding them to my test. Questions 15 and 16 were the constructed
responses and were worth three points, however when grading, I noticed that it was
out of nine points instead. It had required me to score their responses three times
instead of once. Another change that I will make in my instruction of covering these
standards were better guided reading groups addressing identified skills. Due to
mock Georgia Milestones, MAP and makeup assignments, I was not able to pull my
small groups consistently to teach standards like I had in the first semester. Last
thing I would change is addressing standards sooner than later. I at times find myself
behind in providing feedback to students. Some students who I think understand are
slipping through the cracks and that needs to be addressed now before moving on to
the next grade level.

Reporting results to Students and/or other stakeholders

With Illuminate, faculty are able to see results for any test of a student listed on their
roster. Administration can see if for each student in the school and it is displayed
anonymously throughout the county. Once assessments are graded, students are able
to view their results though their student platform. This online testing platform gives the
teacher the ability to hide the identity of the students and show their responses. I
displayed most commonly missed questions/standards from both classes on the flat
panel and as a class, we discussed the correct answer and why it was correct.
Afterwards, I displayed their responses on the flat panel and students were shocked at
how many of them had got the answer wrong. I then broke down the constructed
response questions and had students explain or provide examples of how to correctly
respond to those questions. They were then able to see each response on the flat
panel. I had a volunteer choose and read a strong constructed response from the test.
Another volunteer chose and read a weak response. Then we discussed how they were
different and what one response had that the other did not. After reviewing the
questions, I know that students did not double check their responses before submitting.
I have noticed that a lot during in-class assignments and it was evident on this test as
well. Students took away rereading questions as a huge focus for them going forward.
Reflection

I overall think that students mastered certain aspects of each standard but not all of it. If the
wording on a question was different than how it was introduced, they did not make that
connection. I also think that I need to include an anchor chart in my classroom about taking
your time and double checking work before submitting. I will reinforce what to look for with
students weekly so that it becomes a habit for them. After our mini-lesson on the carpet
reviewing the test, I feel more confident in my students’ ability to show their mastery of the
standards. When they take the retake of the test, they should demonstrate mastery of those
standards and the mean for passing the test will have increased to 80%. Those students that
have still not mastered the skill will focus on those skills during guided reading until mastered.
These standards will be reviewed throughout the rest of the school year.