Summative Assessment Analysis (SAA)

ISTE Assignment #4
ITEC 7305

Name: Christie Glaze

Date: 2/21/2022

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

For the Summative Assessment Analysis, I’ve decided to analyze a Unit 3-Scientific
Evaluation and Sensory Development assessment that is issued to all Food Science
students in Barrow County. The purpose of the test is to assess students’ knowledge
and understanding of the following standards:
HUM-FS-3 Investigate how and why scientific evaluation of foods is conducted.
3.1 Identify physical, physicochemical, and chemical techniques used for assessing
food quality.
3.2 Define sensory evaluation, identify the qualities that make-up the sensory
characteristics of food, and explain how taste, aroma and the mouth feel sensations
combined to give food their flavor.
3.3 Explain what sensory evaluation panels do and conduct a sensory panel using
appropriate controls and quantify and analyze the data.
3.4 Describe the role of science in the development of new food products and the use of
the scientific method.

The assessment is a combination of multiple choice, T/F, and matching. The

assessment was issued through a Google Form posted on Google Classroom. In an
effort to deter cheating, the assessment is programmed to shuffle the order of questions
while students are taking the test. I am analyzing the results of a 40-question
assessment given on February 16, 2022. Prior to the test, students participated in
hands-on labs, lectures, exit surveys, sensory evaluations and Quizlet Live review
games. A total of 16 students took the exam.

Visual Representation of the Data

2022 Unit 3-Scientific Evaluation and Sensory Development Assessment

Copy of assessment:
https://docs.google.com/forms/d/1BrXHMEMNTxVvEhmV2DPW35WxYXxR4EQzqA0zWxxahnQ/edit
?usp=sharing
Analysis of the Data

● The average score of the Unit 3 assessment is 85.3/100, the median score is 88/100,
and the range is 42-96.
● Student #16 scored the lowest on the assessment, a 42, and is the only student with a
disability that requires an accommodation. To meet the student’s accommodation
requirement, extended time was given.
● Most students demonstrated mastery of the standards for the Unit 3 assessment by
passing the assessment with a score of 70 or above.
● I will incorporate a visual aid to accompany the frequently missed questions.

Changes to Improve Instruction

As a result of analyzing the data, I will differentiate the style of questions given to
students with disabilities (SWD). I will offer more visuals and diagrams as resources
for taking the test. The SWD scored highest on questions that had diagrams, visuals
or matching.
The example below shows a sample question answered by student #16 that uses
a diagram.
Reporting results to Students and/or other stakeholders

As previously noted, the major takeaway is the format of questions being offered on the
test. In the future, I will offer more matching and visual aids to accompany the
questions on the test. I think offering this form of questioning will be most helpful to
visual learners and SWDs. Students were given their scores and immediate feedback
immediately after taking the assessment. Any student that did not pass the exam will
be given 5 days to take advantage of remediation during our advisement period.
Remediation will consist of videos, visual aids, practice tests, review games and 1 on 1
instruction for specific questions and standards. After day 5, the student will be given an
alternative assessment to complete.

Reflection
Upon reflection of the assessment, I can see that most students did well on the
assessment and passed with a 72 or higher. One thing to note is that the student with a
disability was absent the day we played review games in class. Students that did not
pass with an A stated they would have studied more at home prior to taking the test,
and in the future they will practice better study habits. Again, the biggest takeaway is
changing the format of the questions to better accommodate visual learners and
students with disabilities.