Summative Assessment Analysis (SAA)

ISTE Assignment #4
Name: Brittany Troutman

Date: June 14, 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 year Hall county added a new digital assessment called (MAP) for K-5 students.
MAP (Measure of Progress) is designed to test and measure student growth over a
school year period. MAP is administered three times a year and each time over a 2 day
period. During those two days students are assessed on their math and ELA
knowledge. As students are taking the test it fluctuates due to students answering
questions correctly or incorrectly. For example, I had three kindergarten students this
past year that were testing on a second grade level in either MATH and/or ELA .
Students are measured and compared to other students that are like them. Some
criteria is when they started school, ability levels, and test scores. MAP is administered
all over the world and test scores are based on how they rank according to other
students like them.

At MTA, we administer the MAP three times a school year and each time over two days
and then students that miss will make up the other 3 days that week. The MAP is
administered on the student’s computer and K-2 will need their headphones because
the questions and answers are read to the students. Students are given as much time
needed to take each section of the MAP.

This year, I administered the MAP to 17 students.

Name Fall 2022 Winter 2022 Spring 2023 Growth
 ELA Math ELA Math ELA Math

Student 1 133 143 145 145 153 153 Yes- High

growth and
average
achievement

Student 2 143 164 158 177 178 188 Yes- High

growth and
average
achievement

Student 3 120 140 139 159 153 161 Yes- High

growth and
high
achievement

Student 4 143 161 153 167 150 176 Math- High

growth and
achievement

Student 5 118 130 145 148 136 140 Yes- Low

growth and
achievement

Student 6 130 124 128 148 144 147 Yes- Low

growth and
achievement

Student 7 125 128 135 141 128 147 Yes- Low

growth and
achievement

Student 8 177 167 187 178 175 185 Yes- High

growth and
high
achievement

Student 9 128 141 118 157 157 164 Yes- High

growth and
achievement

Student 10 122 116 120 N/A No

Student 11 129 131 135 152 153 Yes- High

growth and low
achievement
Student 12 136 143 154 156 160 157 Yes- High
growth and
achievement

Student 13 134 141 137 146 139 149 Yes- Low

growth and
achievement

Student 14 131 133 137 148 148 156 Yes- High

growth and
achievement

Student 15 118 131 133 140 138 151 Yes- Low

growth and
achievement

Student 16 N/A 140

Student 17 154 140

Visual Representation of the Data

Analysis of the Data

As I began looking over my MAP data, I started feeling very overwhelmed because this
was the first year I have administered this type of assessment, but with a little help from
my instructional coach I began understanding the numbers and how it works.

For this assignment, I analyzed the spring Map scores. For the spring of 2023, my
students had a mean RIT score of 149.1 in ELA and 156.7 in Math. The median for
ELA was 151 and 153 for Math. I would say that looking at my student’s score that the
majority of my students made some sort of growth, but not high achievement. This
caught my attention and decided to look and see why this was and it caused me to
categorize my ESOL and SEARCH (gifted) students. The average ESOL student
scored a 128 which provides me with the information that my ESOL students
underperformed against my class and my gifted students were a 167 and this shows
that they are exceeding the class and will need more enrichment in small group time
and regular course work.

Changes to Improve Instruction

While I am unable to make any changes to the test or how I administer it, I do have a
couple of things I need to work on to better help my students next year.

The first thing I want to work on is vocabulary. Building vocabulary is key not only to my
kindergarten students but imperative for my ELL students. This year I only had 4 ELL
students and they spoke English pretty well, but vocabulary was difficult for them when
taking tests or assessments. While they were getting ESOL services, I want to continue
working with their ESOL teacher and start building on testing vocabulary to even help
the other students as well. I believe that even if students may not completely
understand what is being asked of them, having the testing vocabulary will help them an
extra strategy while taking the test.

Second thing that I would improve on to help my students is create more online
assessments to help and calm nerves when they have to take the actual assessment.
One way I could do this is by creating assessments on Canvas and Quizizz. Having
students take these assessments will not not only help prepare them to take
assessments online, but improves their computer skills as well. These last few years,
students are required to take more online assessments, so by creating and giving them
these styles of assessments will help make it their new norm.

Reporting results to Students and/or other stakeholders

Once students have taken each section of the MAP test, the results are reported within
24 hours. As I begin looking over the results, I make notes where students excelled and
where they can grow so we talk about it once we have our check-in time for GKIDS and
MAP scores. Having conversations with five and six year olds can sometimes be
difficult, so I have to make sure I have everything written down to send home to parents
and make sure my language is something they can understand and take in. During our
check-in time, I explain to my students that we are here to learn and grow and while
they are working on a goal, I am also working on that same goal to get them to meet
that goal. So we are working on this together and that they are not alone. I also explain
this to my parents in a formal letter that is sent home with their MAP scores, so parents
aren’t so overwhelmed.

Reflection

After looking over and reflecting each time my students took the MAP, I would see what my
student’s strengths and weaknesses were and would build off of it. I would also compare my
GKIDS data against MAP data to see if the data aligned. Both data pieces helped me build my
small groups to bridge gaps and enrich those students that have met certain standards. To help
students understand this process we had posters in our classroom that had kindergarten goals
for math, reading, and writing. After each time students took the MAP or GKIDS, we would take
a minute or two during class to congratulate those students for moving and for those making
didn’t meet the goal but have made progress. One of the great things about GKIDS and MAP is
that it is one-on-one with a computer or teacher. So before I would do the classroom
celebration, I would call each student back and we would talk for about 5 minutes and I would
let them know how proud of them I was and show them where we want to go and how we can
get there. I would also talk about setting a new goal to get us to the next level in Math and ELA.
This process helped not only me in keeping everything organized, but it gave my students a
purpose/goal for learning. One day, a parent contacted me about the MAP scores and asked
me if I was working on two digit addition with their child. During this conversation, she explained
that her child told her about our conversation and how his goal was two digit addition and he
needed her to check his answer each night. This right here was proof that our reflections and
conferences were not going unnoticed with my kindergarten students and actually are helpful to
me and my students. My goal next year when I teach third grade is to continue these
conversations but make the conversations deeper and become a better listener with them.