Summative Assessment Analysis (SAA)

ISTE Assignment #4
ITEC 7305

Name: Debbie Carraway

Date: February 9, 2023

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

This summative assessment is titled Pre-K Rhyming Assessment. Students are required

to take the Rhyming Test three times per year. The standard being assessed is

CLL6.4b identifies and produces rhyming words. The first assessment was given to Pre-

K students during the seventh week of school. This is the first time these preschoolers
have ever taken a summative assessment. The students completed the second

summative assessment during the nineteenth week of school, and they will complete

the third summative assessment during the thirty-first week. Students have completed

the first and second assessments. The rhyming assessment was created in Seesaw.

Seesaw is an app that the students are familiar with using. The assessment consisted

of ten questions. Each question contained a picture card containing one large picture

and three smaller pictures. The students were to use the hand tool to move the ring

onto the small picture that rhymed with the big picture. It took one week for the class of

20 students to complete the assessment. The assessment was administered in class

during small group time, during which the students rotated through four small groups

throughout the week. Small group time is 20 minutes. Students used a school iPad to

access Seesaw using the Clever app. Students have been working on various rhyming

activities since the first assessment. The purpose of this assessment is to see which

students need to begin the MTSS process. The goal is to have the students score 70%

or higher on assessment two. Students who score below 70% will begin the MTSS

process for T2.

Visual Representation of the Data

Figure 1

Name Assessment 1 Assessment 2 Growth

Student 1 70 100 30
Student 2 30 100 70
Student 3 50 30 -20
Student 4 30 30 0
Student 5 20 60 40
Student 6 40 100 60
Student 7 60 100 40
Student 8 50 80 30
Student 9 20 40 20
Student 10 60 100 40
Student 11 100 100
Student 12 30 60 30
Student 13 80 80
Student 14 70 100 30
Student 15 50 90 40
Student 16 30 100 70
Student 17 30 40 10
Student 18 30 30 0
Student 19 10 90 80
Student 20 20 50 30
Average 38.88888889 74 35.11111111

Visual representation of two students subgroups

Figure 2
Figure 3

Analysis of the Data

The mean score of assessment one was 38.88. The median was 30, with a range of 10-

70. The mode was 30. The mean score of assessment two was 74. The median was 85,

with a range of 30-100. The mode was 100. The data shows that most students showed

growth in identifying rhyming words. This is a regular ed Pre-K classroom, so it was

difficult to disaggregate the data into two subgroups. There are four students with

speech IEPs, so I used them to create a subgroup. The average of the students with

speech IEPs for assessment one was 35, and for assessment two was 55 showing a

growth of 20 points. The average of the students without speech IEPs for assessment

one was 40, and for assessment two was 78.75 showing a growth of 38.75. Both groups

showed growth, but only 3 out of 4 students with Speech IEPs scored over 70. See
Figures 2 and 3. Remember, the purpose of this assessment is to see which students

need to begin the MTSS process. The goal is to have the students score 70 or higher

on assessment two. Figure 1 shows conditional formatting used to color-code

assessment two scores in the chart. Students who scored below 70 were marked red,

and students who scored 70 or higher were marked green. All students in red will begin

the T2 MTSS process.

Changes to Improve Instruction

After analyzing the data, I realize that my students with speech deficits need more

assistance with rhyming. I plan to pull the three students performing below 70% and

work with them in a small group setting. These students need more one-on-one

assistance from the teacher. The second change I plan to incorporate is the T2 process

for the students who scored below 70 on assessment two. These students will receive

additional small group support three times a week with the support teacher. The third

change I plan to incorporate is practicing rhyming by creating Kahoot! challenges for the

students. This will give students an opportunity to work in teams and collaborate with

their peers. I plan to pair students struggling with rhyming with students who are more

proficient with this skill.

Reporting results to Students and/or other stakeholders

The assessment scores are reviewed by teachers and the data committee members.

The committee agrees on which students need to be moved to T2 so that the teacher

can set up a T2 meeting with the parents. A progress report goes home to parents
showing the results of assessments one and two. Figure 4 shows an Individual Task

Growth report included with the progress report. The report shows students' scores for

both assessments and states the developmental range expected. I discuss one-on-one

with each student to let them know how they are progressing. I also let the students and

parents know that we will continue to work on strengthening rhyming skills before

assessment three. If T2 students score above 70 on assessment three, they will be

moved back to T1.

Figure 4

Reflection

I learned a lot from reviewing the summative assessment data on rhyming. This was the

first time I had ever created data charts. I am used to attending the school’s data

meetings, where the data team has already entered the data and has the reports printed

for the teachers. It was more beneficial for me to enter my own data first-hand. It was

also eye-opening to see the differences between the subgroup and the other students in
the class. My first goal is to continue entering my data using this format so that I will be

able to create reports to help me improve my instruction.

The second goal I plan on implementing is to teach my students testing strategies. This

is the first school experience my students have ever had. I do not want them to feel

stressed when I announce I will be testing them to see how much they have learned. I

was shocked that a couple of my students (age four) showed signs of test anxiety

several days before I administered the assessment. I want to reassure my students that

they will be prepared for the test, and I hope to accomplish this through playing Kahoot!.

My biggest takeaway from this assignment is the importance of analyzing data to

improve instruction. It was interesting to see three out of the eight students who scored

below 70 were speech students. I think it would be interesting to break the data up into

two subgroups for gender. It would be interesting to see who achieves higher scores,

the boys or the girls at this age, in language and math skills.