Summative Assessment Analysis (SAA)

ISTE Assignment #4
ITEC 7305

Name: Monica Cannon

Date: February 19, 2022

ISTE standards

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 was given to assess mastery of Multiplication and Long
division for my 4th grade students. It was administered after teaching and the students
completing Mission 3 of the online math platform Zearn. Zearn follows the Eureka Math
curriculum, and our school has purchased the online component that provides
independent lessons and practice for students. This assessment measures
understanding of the following math concepts:

● Use of the four operations (+, -, x, ÷) with whole numbers to solve word problems
● Familiarity of factors and multiples
● Use place value understanding and properties of operations to perform multi-digit
by single digit division
 ● Use place value understanding and properties of operations to perform 2 digit by
2 digit multiplication
● Solve problems involving area measurement

The assessment was administered to students present during their math block. A total
of 51 students completed the assessment, with 3 students being absent that day.
Twelve questions were given on the assessment to measure student understanding.
Students were given a paper copy of the assessment and were provided immediate
feedback through a google form. Students solved the equations on paper, then entered
the answers to each question into the provided google form. By entering their answers
into the google form students are given immediate feedback on their assessment. This
gives me the ability to reteach sooner and allows the students to reassess the skills in
which they did not meet grade level expectations. The math block is 80 minutes long,
and students had the entire block to complete their assessment. The option to finish any
unanswered questions during recess time was also available for any student that did not
finish during the allotted time.
Standards Assessed:
Visual Representation of the Data
Analysis of the Data

The data above is separated by each block that I teach 4th grade math. This is important
because instruction may need to be adjusted differently for each group of students. Within
each block the data is also disaggregated by student learning needs based on Georgia’s
Tiered System of Supports. Students are grouped by Walker County’s Multiple Tier
Support System (MTSS). The first group is students in Tier I. These students receive
class instruction with no specific interventions. The second group of students are in Tier
II or Tier III of MTSS. These students receive intervention services to address specific
learning needs. Block 3 has a third group of students receiving Special Education services
by an inclusion teacher in my general education classroom.

Based on assessment scores most students have not mastered the skills assessed. Block
I Tier I student data has a mean score of 2.3 and a mode of 2. Data shows 38%, five of
thirteen, students demonstrated mastery with a score of 3. Block I Tier II and III has a
mean score of 1.7 and a mode of 2. Data shows none of these students demonstrated
mastery with four students scoring at the approaching level of learning (2) and two
students at the beginning level of learning (1). Block II Tier I data has a mean score of
2.3 and a mode of 2. Data shows 33%, five of fifteen, students demonstrated or exceeded
mastery with a score of 3 or 4. Block II data for students in Tier II and Tier III has a mean
of 1.3 and a mode of 1. This data shows none of these students demonstrated mastery
with two students scoring at the beginning level (1) of learning and the approaching level
(2) of learning.

Block III Tier I data has a mean of 2.6 and a mode of 2. The data shows that 43%, three
of seven, students demonstrated or exceeded mastery with a score of 3 or 4. Block III
Tier II and Tier III student data has a mean of 1.6 and a mode of 1. The data shows that
20%, one of five, students in this group demonstrated mastery with a score of 3. Block III
also consists of students receiving special education services. Their data has a mean
score of 1 and a mode of 1. All students in this group scored at the beginners learning
level on this assessment.

Changes to Improve Instruction

Based on this assessment data, most of my students did not master the standard covered
in this unit of study. The next time I teach this unit I will be more intentional in my small
group instruction. I also plan to use interactive notebooks for independent practice.
Students will complete these intentional practices in their notebooks while I meet with
small groups. Rather than utilizing Zearn.org as my primary student practice, I will use it
as a remediation for my students that are struggling by assigning foundational lessons. I
will also use Zearn.org as enrichment for my students that have mastered these
standards. Those that score a 3 or 4 on the assessment can be assigned the next unit of
study. Many of my advanced students prefer to work through zearn.org independently
and receive help when needed.

Reporting results to Students and/or other stakeholders

Students received immediate feedback by submitting responses in the provided google

form. Once submitted students could view their questions and responses. The form
does not provide the correct answer but does display whether their responses are
correct or incorrect. All paper assessments were reviewed, and feedback was provided
to each student on their responses. A rubric listing all standards assessed was sent
home attached with the paper assessments. Each standard was scored based on
student mastery using a 1, 2, 3, or 4 as follows: 1 - beginning learner, 2 - approaching
mastery expectation, 3 - meets mastery expectation, and 4 - exceeds mastery
expectation.

For students that scored a 1 or 2, remediation is needed. To ensure they possess

adequate understanding of the standards students will be retaught and reassessed on
any standard on which they scored below a 3. Since understanding was not mastered
using the online Zearn component, I will provide explicit instruction and multiple
opportunities for student practice. I will meet with small groups to address specific
misunderstandings and provide feedback from student practice. I will utilize our school’s
IXL program for student practice on these skills as well as remediation by assigning
foundational skill practice from the 3rd grade practices. After reteaching through explicit
instruction, small groups, and student practice in IXL students will be reassessed on
these skills to demonstrate their understanding.

Reflection

This summative assessment showed me the students have not mastered the standards
measured and adjustments need to be made to my instruction. Students will use their
graded assignment along with the provided rubric to review incorrect questions. I will
prompt students to look over their missed questions to see if they can find their
mistakes. After being given the opportunity to review their work, we will solve each
question as a class and discuss how we solve each one. We will discuss possible
practice goals using IXL. Students will complete daily practice to help them reach
mastery on the standards measured in this assessment. My biggest takeaway from this
experience is that when data is analyzed appropriately it can be used to improve
instruction and to ensure remediation is provided to the students that have not mastered
the standards measured on the assessment.