SUMMATIVE ASSESSMENT

Planning Worksheet, Data Summary, and Data Analysis Sheet

Teacher Candidate ___Sarah Crissman_________ Course/Section _____________________

Cooperating Teacher/Grade Level __Mrs. Plummer – First Grade__ Total Students __21___
Supervisor __Dr. Bates_________ Semester/Year __Spring 2022________________
Unit Topic ___Solids and Liquids (Science)_______

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

- Comparing objects by color and shape
- Comparing objects that roll and stack
- Investigating liquids that can sink and float
- Describe how liquids move
- Define and give examples of solids
- Define and give examples of liquids
- Perform fair test experiments
- Measure the distance of a rolling object
- Make a hypothesis before performing an experiment
- Explain how some liquids are more less dense

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?

• My unit assessment directly aligns with the Wilson School District’s science
curriculum as well as the Pennsylvania Department of Education (PDE) state
standards. Throughout the unit students will be assessed daily with formative
assessments. These assessments were constructed based on my learning objectives and
the PA state standards. This pre-test encompasses all of the ideas from the units’
formative assessments.

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 = 60-80%
• Unacceptable = Below 60%

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

Pre-test
Target Acceptable Unacceptable Total
Number 1 3 15 19
of
students

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 5% 16% 79% 100%
% of students

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

• Student Strengths:
o Matching section- students can easily match the term liquid to a liquid picture
vise versa solid to a solid picture.

• Areas of student struggle:

o Students have no prior knowledge or reference to key terms included on the
assessment.

• Error patterns:
o Students assume that heavier objects sink.
o Many students circled for question 3: an apple sinks because it is heaviest.

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?

• Based on the data I collected from my pre-test I will work to explicitly teach the key
terms highlighted on the assessment. That was an area that all students need the most
support. In the science notebook I have created I will include pages with key terms
that we will review each day. I also plan to include a few dance movements to help
teach some of the terms. For students who struggle to read I will include pictures to go
along with the key terms. The data from this assessment suggest that all of my students
need the same support. Only one student scored in the target range and the majority of
my students scored in the unacceptable range.

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:

Post-Test
Target Acceptable Unacceptable Total
Number 4 12 2 18
of
students
22% 66% 12% 100%
% of students

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

• Student Strengths:
Weiler 2016
 o Matching section- students can easily match the term liquid to a liquid picture
vise versa solid to a solid picture.
▪ Only one student did not match the picture to the correct term.
o Question #2- all students answered correctly. “What is an example of a
liquid?”
o Sixteen students identified that glue is a viscous liquid. (Question #4)

• Areas of student struggle:

o Understanding the idea that solids have their own space and shape and that
liquids take up the space of the container they are inside.

• Error patterns:
o Defining a solid and liquid (fill-in-the-blank)

12. How does your post-test data compare to your pre-test data?
• The data shows major improvements from the pre to the post assessment. On
the pre-test most students (79%) scored in the unacceptable range. On the post-
assessment most students (66%) scored in the acceptable range. In addition, five
students scored in the target range for the post assessment compared to in the
pre-assessment when only 1 student scored in the target range.

13. Can you make a case that your instruction has had an effect on student learning?
Why or why not?
• The data from the post-assessment shows that the instruction from the Solids &
Liquids unit had an effect on student learning. One of the strengths noted on the
post-assessment was that 16 out of 18 students correctly answered question four
on the post-assessment. This question was a fill-in-the-blank where students had
to recall the term that describes the liquid glue. On the pre-assessment only 4
students answered this question correctly, but on the post-assessment 16 out of
18 students were able to recall the term “viscous” to describe glue. Another
example of improvement on the post-assessment was on question three. On the
pre-assessment only 3 students answered this question correctly. The multiple-
choice question was as stated, “What object sinks in water?” Most students
incorrectly chose apple, believing the apple would sink because it was the
heaviest object. On the post-assessment 15 students answered this question
correctly and demonstrated knowledge about density. Based on the results of
the post-assessment the data shows significant learning progress in all areas of
the assessment.

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.

Weiler 2016
 • After reviewing the data from the post-assessment, I would likely adapt my
assessment procedure. When I administered this assessment all my students received
the same testing conditions. For example, the test was administered to the whole class
at one time. During the assessment the students worked silently at their desks as I read
aloud each question aloud two times. In the future I would assess the students in a
more individualized way. During our morning work time I would take small groups of
students to my reading table to have them complete the assessment with me. The
assessment would be administered over the course of 2-3 days. I would create the
groups based on the student’s pre-assessment scores and error patterns. In addition, in
the small group I could offer accommodations to my learning support students like
offering three letter choices for multiple choice versus four letter choices.

Weiler 2016