Summative Assessment

Planning Worksheet, Data Summary, and Data Analysis Sheet

Teacher Candidate: Haley Klunk Course/Sections: History/5 Sections
th
Cooperating Teacher/Grade Level: Mrs. O’Brien/7 Grade Total Students: 120
Supervisor: Carol Watson Semester/Year: Spring 2020
Unit Topic: Exploring WWII: The Pacific Theater and other major events

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

 WWII
i. Pearl Harbor
ii. Japan vs US (people involved included)
iii. Cause and Effects
iv. Dropping of the Atomic Bombs

2. Design a pre-test/preliminary post-test that are both aligned to these content

standards. Check the district objectives (based on the district’s curriculum
framework).

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?
 Directly reflects information that will be presented repeatedly over the unit
 Questions are then made to be seen again and new ones added as well to the post-
test

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

For instance, what will constitute “Target”, “Acceptable” and “Unacceptable”? These
levels should remain consistent on your post-test. Please list proficiency levels
below. (Ex: Target will =90%-100%; Acceptable =70%-90%; Unacceptable = Below
70%).
 Target: 80%-100%
 Acceptable: 70-100%
 Unacceptable: Below 70%
 5. Administer the Pre-Test and assess its results. Record your results below.
Target Acceptable Unacceptable Total
Number
Of 20 16 63 99
Students

% of students 20 % 16% 63% %

6. Given the pre-test data, please analyze the following:

 Student Strengths:
o Ability to understand that for most of them they knew they had a lot to
learn
o Recognizing some of the terms in the pre test and beginning to ask
questions
 Areas of student struggle:
o Not having the same background information (Some students came from
different schools)
o Not having an understanding of much from WWII
o Miss reading some of the questions
 Error Patterns:
o Not taking time to read and comprehend the questions
o Confusing places of where events took place
o Confusing who was apart of certain events
 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
challenge 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?

After looking at my analysis of student struggle/error patterns and students

responses to the questions, I am going to make sure I break everything down clearly.
I am also going to add plenty of review and collaborative opportunities to further
their understanding after a section of the material is covered. This allows the
students to comprehend the information in multiple different strategies/technics. I
will include visuals, reading aloud and individually, review games, videos, etc.

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

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 71 18 11 100
Students

% of students 71% 18% 11% %

11. Given the post-test data. Record it below:

 Student Strengths:
o Understanding differences in events in history
o Using their context clues to recall the timeline of events
o Using their knowledge from the activities to activate their comprehension of the
topics/questions
 Areas of student struggle:
o Miss reading some of the questions

 Error Patterns:
o Confusing places of where events took place
o Confusing who was apart of certain events
 12. How does your post-test data compare to your pre-test data?
The post-test data is completely flipped from the pre-test data. The students
had a better understanding of the topics and could show their comprehension when
answering the questions. Afterwards there was a discussion on the information
again that the students who got one or two questions wrong realized what they did.

13. Can you make a case that your instruction has had an effect on student
learning? Why or why not?
Yes because during multiple different assignments as the week went on the
students began gain more knowledge and asking more questions. This also showed
in the post-test and the performance assessment taken shortly after as well. The
results went up drastically from the pre-test. At the end of the unit before the tests
the students got to interact through virtual reality. I aided the students through the
historical site of Pearl Harbor; during this students recognized things we talked
about and asked questions based off of now seeing the visual of the place it all went
down at.

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.