SUMMATIVE ASSESSMENT

Planning Worksheet, Data Summary, and Data Analysis Sheet

Teacher Candidate Sydney Murray Course/Section ________
Cooperating Teacher/Grade Level Mrs. Schneck/ 7th Grade Total Students 20
Supervisor Carol Watson Semester/Year Spring 2024 Unit Topic Single-Step
Equations

1. List (bulleted) the content and/or process standards you’ll be assessing.

Standard - CC.2.2.7.B.1: Apply properties of operations to generate equivalent
expressions.
Standard - CC.2.2.7.B.3: Model and solve real-world and mathematical problems by
using and connecting numerical, algebraic, and/or graphical representations.

2. Design the pre-test/ preliminary post-test that are both aligned to these content standards.
Check the district objectives (based on the district’s curriculum framework).
- Included in the unit plan. In day one lesson.

3. Describe how you think your pre-test is aligned to your proposed unit standards and
objectives. If not aligned, what do you need to change for your post-test?
- The pre-test is aligned to the standards because each of the questions is based on
the standards. The questions on the pre-test require the students to use operations
and properties to find the correct answer and equivalent expression. There also is
a real-world problem on the pre-test that students must answer using algebraic
representation.

4. Prior to administering the pre-test, set proficiency levels.

a. Target= 80-100%
b. Acceptable= 60-80%
c. Unacceptable= Less than 60%

5. Administer Pre-Test and assess its results. Record your results below.

Target Acceptable Unacceptable Total

Number of 7 3 9 19
students

% of students 36.8% 15.8% 47.3% 100%

6. Given the pre-test data, please analyze the following.
a. Student Strengths: The students understand that the variable in the equation is the
“missing number” of the equation. Lots of the students used mental math in order
to fill in the variable and figure out what the answer should be.
b. Areas of student struggle: Many students struggled with negatives, distribution,
and the word problem. Negative numbers messed many students up as lots of
them tried to do the problem in their heads instead of on the paper. Another area
of struggle was the word problem. Students did not yet learn how to complete a
single-step equation word problem, so this was expected.
c. Error patterns: Error patterns I saw were incorrectly distributing and simplifying.
Even though students learned how to distribute and simplify in the previous unit,
students did not distribute correctly. I was not sure whether this was because the
students thought it was a new way and were confused, or if they just did not
remember distribution and simplifying.

7. How does your analysis of student struggle and error patterns influence the planning,
implementation, and assessment of your unit? For example, based on student strengths,
who may need extra challenges in your planned accommodations? How might you do
this? Based on areas of struggle, who may need adaptations/modifications in your
planned accommodations? How might you do this? Based on error patterns, what might
you need to emphasize in your lessons?
- Based on the pre-test, only two students received a perfect score and understood
the content. Even though they got the questions correct, they did not show work
or how they came to their answers. I would provide these students with more
challenging problems to see how far their understanding goes. Because of the
trouble with negatives, I would make lots of problems and examples on equations
with negative numbers. Also, on the pre-test, none of the students showed any
work on their distribution and equations. I think that teaching the students to show
their work and how they came to their answer will provide lots of help to many
students and help them check their work.

8. Re-design your post-test/summative assessment, if necessary.

a. Included in the unit plan, on day five.

9. After teaching your planned unit, administer the post-test.

10. Collect the post-test data. Record it below:

Target Acceptable Unacceptable Total

Number of 10 2 6 18
students

% of students 55.6% 11.1% 33.3% 100

11. Given the post-test data, please analyze the following.

a. Student strengths: During the unit, the students learned how to show their work
when completing single-step equation problems. Learning how to show their
work really helped students be able to check their work and understand the
processes. Because they showed their work and checked it, they would see if their
answers were correct or not and could change it if needed. Almost every student
that showed their work completely did quite well or was in the target area.
b. Areas of student struggle: Some of the students, especially those in the
unacceptable area, had problems with negatives and the word problem. These are
students who did not show their work or complete the questions with negatives
correctly. Students also struggled with setting up a word problem equation and
solving it. Some students did not set up the equation correctly after reading the
word problem.
c. Error patterns: Again, the problems seem to be in taking the time to show the
work. A majority of the students who did not do so well on the post-test did not
show work. I believe this is a correlation because when the students took their
time to show their work and check their work, they did much better on the test.
Students who did not show their work did not go through the steps of the problem
and I believe this was the cause for a majority of error on the test.

12. How does your post-test data compare to your pre-test data?
- Students scored significantly higher on the post-test than they did the pre-test. The
class score average for the pre-test was 59.47% compared to the post-test score of
71.39%. This shows that the students learned the content more. On the pre-test,
only 7 students scored in the target area while 9 students scored in the
unacceptable. On the post-test, 10 students scored in the target area while only 6
students scored in the unacceptable area. I believe this shows an increase in
student learning.
13. Can you make a case that your instruction has had an effect on student learning? Why or
why not?
 - I can make a case that the instruction has had an effect on student learning. Based
on the information and data from the pre-test and post-test, it seems that students
have learned their mistakes and the content area much better. Students learned
how to show and check their work which increased their understanding of how to
solve single-step equations.

14. After reviewing the data, please describe your remediation plan for students who
demonstrated an unacceptable level of achievement? If all students achieved at the
acceptable level or above, please write a hypothetical remediation plan in which you both
anticipate what skills/concepts students MIGHT have difficulties
accomplishing/understanding and how you’d go about remediating. This might include
re-teaching (with different methodology of course!), adapting the materials,
adapting/revising the assessment,etc.
- 6 of the students were still in the unacceptable range on the post-test. A lot of the
issues are the lack of showing their work and the negative numbers. I think I
would provide more examples where the students must show their work. I would
tell them that even though they may have found the correct answers they must
show all the steps on how to get there. I would also provide more problems
including negative numbers. I would provide a graphic organizer or notes sheet to
help the students see how you would solve negative numbers when there are
different operations.

NAME:_____________________________ DATE:_____________
BLOCK:_________
 Solving Single Step Equations Post-Test
Solve for x. You must show all 5 steps in solving equations.
1. x + 5 = 21

2. -6 + x = 22

3. x - 22 = 43

4. -6x = 30

5. __x__ = 6
7

6. 10x = 80
 7. __x__ = -6
6

8. 4(6x) = 48

9. 5x = 2 (10+5)

10. Lisa is cooking muffins. The recipe calls for 15 cups of sugar. She has already put in 7 cups.
How many more cups does she need to put in? Show the equation and how to solve it. Show
all 5 steps.