Summative Assessment Analysis (SAA)

ITEC 7305

Name: Jamie Lampkins

Date: October 8, 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

About the Test: The title of the summative assessment is Interim Assessment 1 (IA). The
assessment is our first major school/district-wide common assessment. My school works a little
differently in terms of “school” and “district.” The middle-grade bands represent the entire district and
school as a charter school. So technically, this was a district-wide assessment; it included 713
8th-grade students. However, I only have specific data for 86 of my 90 students.

The test consisted of 20 questions; one was multiple-select, and the rest were multiple-choice. The
platform we used to administer the test was Illuminate (a self-grading online testing platform). The
questions ranged between various DOK levels and included graphs and other visuals such as
diagrams and charts. The test included most of our 8th-grade chemistry unit. The standards covered
are listed below.

S8P1. Obtain, evaluate, and communicate information about the structure and properties of matter.
a. Develop and use a model to compare and contrast pure substances (elements and compounds)
and mixtures.
b. Develop and use models to describe the movement of particles in solids, liquids, gases, and
plasma states when thermal energy is added or removed.
c. Plan and carry out investigations to compare and contrast chemical (i.e., reactivity, combustibility)
and physical (i.e., density, melting point, boiling point) properties of matter.
d. Construct an argument based on observational evidence to support the claim that when a change
in a substance occurs, it can be classified as either chemical or physical.
e. Develop models (e.g., atomic-level models, including drawings and computer representations) by
analyzing patterns within the periodic table that illustrate the structure, composition, and
characteristics of atoms (protons, neutrons, and electrons) and simple molecules. (Georgia Standards
of Excellence, 2016)

Preparing for the IA: IA Week is a big deal at our school; the students take 4 IAs a year (Interm
Assessments) for all 4 of their core classes. The prep for IA week includes notifying parents via email.
The email included dates and times for each assessment and student study material. On Canvas (our
LMS), links for all these resources were placed in a module, and there was a graded study guide that
consisted of multiple choice questions, and students had 3 attempts to get their best grade. In class,
we focused on reviewing the material with the students. We practiced reviewing the material in the
days leading up to the assessment. My co-teacher and I provided small group instruction to the
students in the class via break-out rooms. We instructed the students to take practice assessments
via Quizzizz (an online gaming/quiz platform), and based on their scores; we separated them for
small-group instruction. If the students scored above 80% on the practice assessment, they could
study independently with Web 2.0 tools such as Gimkit and Blooket. If they scored 50-80%, I worked
with them, and we reviewed the content and our notes. If students scored less than 50%, my
co-teacher worked with them.

Test Procedures: Being an online school, we have to take extra precautions around students'
academic integrity for testing. Cameras are required during testing, and teachers must monitor the
students' computers remotely via Securly (a web monitoring and filtering platform). While we have
these features, ultimately, academic integrity still falls on our students and our trust in them. All
accommodations for testing are followed for each IA. My students consist of level 1, SPED, and
ESOL students. Of my 90 students, I have 47 Special Ed students, 15 ESOL students, and 3 students
that have 504s. Their accommodations include small group, text-to-speech, self-testing, and
extended time (double time and time and a half).

Visual Representation of the Data (Overall)

Red: Below 60%
Orange: 60- 69%
Yellow: 70 - 79%
Light Green: 80 - 89%
Green: 90 - 100%
Visual Representation of the Data (Student Groups)
Visual Representation of the Data (Standards and Questions)
Analysis of the Data

The mean score of the test was 54.77%. The median was 55%. The mode was 30%. The scores
ranged from 10% to 100%. The average SPED score was 48%, and the average ESOL was 67%.
ESOL outperformed the class average significantly. My trends for the standards, as well as the overall
performance, are in line with the district performance numbers. For instance, although my overall data
was lower, my movement was in line with the district averages. Question 13 was the most missed
question; it was a multiple-select question, and students needed to analyze models to form their
answers. The lowest-performing standard was S8P1a. However, when I removed question 13, which
addressed that standard and might have skewed the results, the lowest-performing standard was
S8P1d.

Changes to Improve Instruction

After our school's Data Dig, my co-teacher and I came up with 3 goals to increase our overall
performance.

Goal 1: Vocabulary
We have identified a web 2.0 tool that our district is excited to have us use more.
Boomcards are simple flashcards that help increase vocabulary understanding. The averages are
rather low, so I believe we can focus on basic vocabulary from the standards before we try to dig
into higher DOK skills such as application and investigation. We will dedicate 5-7 minutes of class
time to just focus on the language of the standard.

Goal 2: Increase homework/classwork completion

Many of our students simply need to do their assigned homework and classwork, which is
the best way to practice in a virtual setting. We intend to offer incentives for assignment
completion. We will also host Lunch and Learns once a week, where students can come in and
complete assignments with one of us.

Goal 3: Increase class participation

We will also incentivize classroom participation. One of the most challenging aspects of
teaching virtual school is you can not pressure students to engage or even stay on task in class.
We will reach out to the most common offenders' parents and provide incentives to participate
actively in class discussions. We will use our school's PBIS program, Classcraft (similar to Class
Dojo), where students can earn points; we will then raffle off gift cards to our highest earners.
Reporting results to Students and/or other stakeholders

The test was graded upon submission, so students were able to see their scores right after they
submitted their assessments. For parents, I uploaded the scores into our LMS within the day. Once all
test scores were uploaded, parents were sent an email letting them know the IA was over and grades
had been uploaded. I shared the overall averages with each class and discussed with them ways we
think we as a class can improve. Students have opportunities to retake most assignments. However,
IAs are not one of them. We will retest the standards as a school on the next IA, as they are
cumulative. However, we will remediate consistently before then. This includes small group instruction
for targeted students and daily warmups/openings that revisit the standards. I plan to reach out to our
mid to lowest-performing students and their parents by phone, strongly urging them to attend lunch
and learn sessions for additional remediation.

Reflection

This was the student's first IA of the school year and my first summative assessment with mostly
special ed and ESOL students. It was really hard for me to accept such low results; I had to do a lot of
self-reflection and self-care to understand my new role and my current students' true abilities. I
communicated my concerns to my co-teacher and assistant principal, who assured me that these
were normal results for the past co-taught teams. Because of this, I will focus on my student's growth,
and I want my students to know we are also focused on growth for them. I will closely monitor our
borderline students, letting them know they are capable. I also understand these students need help
and a little encouragement to complete work, so I will focus on more incentives to encourage good
school and study habits. I enjoyed breaking down data so precisely, and it also helped me understand
some reasons behind the picture of “low averages.” I was able to look at questions in more detail and
see if they were just worded or if the students truly did not understand the standard. It is important to
find the reasoning behind data; numbers give you the ending, but analyzing the numbers gives you
the story.

References

Georgia Standards of Excellence. (2016). GSE Eighth Grade Science.

https://www.georgiastandards.org/Georgia-Standards/Documents/Science-Eighth-Grade-Georgia

-Standards.pdf