Summative Assessment Data and Reflection

Converting Measurements Summative Test

6

Number of Students

5
4
3
2
1
0
0-49

50-59

60-69

70-79

80-89

90-100

Test Score Range

Summative Test: Percentage of Incorrect

Problems in each Section for Class
31%

18%
Terms/Rules

38%
33%

Customary Length
Customary Capacity
Customary Weight
Metric

45%

Pre-Test Score
60
50
40
30
20
0

Score after Summative

Test
70, 100
20
70, 90, 100
80
60, 80, 90
30, 50, 90

Color Key
Blue numbers=Positive
growth
Red numbers=Negative
growth

The summative test for this unit was made up of twenty questions, and it
included four fill-in-blank, twelve simple conversions, and four real-world
problems. Ten of the questions from the summative test were also on the pretest so growth could be measured. The graph for the summative test scores and
the chart for the pre-test compared to the summative test can be seen on the
prior page. A pie chart of the percentage of incorrect answers for each part of
the test can be seen below also.
The summative test data shows that only four students met the unit
objective and that six students total scored higher than 70 percent. Eleven
students did not meet the unit objective. The pie chart below shows the sections
of the test with the highest percentage of incorrect answers. The data shows that
a higher percentage of the students answered questions about customary
capacity incorrectly. There were also a high percentage of students that
answered questions about customary length incorrectly also. The students did
the best on the terms and rules and metric system. This pie chart is informative
about the material that needs to be retaught based on the percentage of incorrect
answers. The students need more work in converting customary capacity and
customary length.
Prior to the unit students took a pre-test about converting measurements.
The original scores can be seen in the chart on the prior page. The pre-test
included questions from the summative test; therefore, the correlating column
shows the comparison of scores of the pre-test and summative test. There was
only one student who did not improve based on the pre-test. The remaining

scores show positive growth of the students through the unit. Therefore,
although the summative test scores were not up to par, the majority of the
students improved on their knowledge of converting measurements.
After looking back on the unit I realized that the students have the
knowledge and skills needed to convert measurements, but they are lacking
knowledge about the simple unit equivalents in different measurement systems,
such as the number of pints in one gallon or the number of ounces in one pound.
The majority of the time students were answering problems incorrectly due to a
lack of knowledge of unit equivalents and not the lack of knowledge of
measurement conversion. Therefore, in the future I need to implement more
opportunities for the students to know their unit equivalents. I feel that the
instruction and practice opportunities created helped the students grow in their
knowledge about conversion, but they were still unsure about unit equivalents.
Therefore, in order to modify instruction, I will implement an extra component in
each lesson for the students to learn and practice unit equivalents.