Stanley

Summative Assessment Analysis (SAA)
ISTE Assignment #4
ITEC 7305
Name: Shannon Stanley
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
The data collected was to measure growth using the MAP assessment. The MAP
assessment is given three times per year: in August, December, and May. It is used to
ensure that students are making progress throughout the year and is used to provide
differentiation, remediation, and personalized instruction, as well as establishing a
baseline for students receiving MTSS. This assessment is given to all students school
wide except for students in community based education classrooms. For the purpose of
this summative assessment analysis, I will be looking at 34 students that took the
assessment in August 2023. The MAP data measures math skills and a variety of
standards not limited to their grade level. The MAP assessment meets the students
where they are at and pushes them beyond their present levels of performance to
gauge whether or not they are able to answer questions based on inherent
understanding and not information they have been exposed to in the classroom. The
MAP assessment uses this method to get a better understanding of students’ strengths
and weaknesses.
Visual Representation of the Data
Visual representation of correct answers vs incorrect answers

Visual representation of two student subgroups
Analysis of the Data
The mean and the average of the assessment scores were 72% and the mode
was 80%. This shows that the majority of students did well on the assessment. The data
was disaggregated for two subgroups: students with disabilities and students receiving
free lunch. The range for assessment scores for students with disabilities was 52-80
with an average of 65.45%. The range for assessment scores for students that receive
free lunch was 52-96 with an average of 73.5%. This data shows that students with
disabilities discord lower on average than students receiving free lunch and as a whole
class.
Changes to Improve Instruction
After analyzing the data as a whole and breaking it into subgroups, some
adjustments can be made before the next summative assessment to provide more
opportunities for students to grow. For students with disabilities, ensure that they are
being provided differentiated instruction and provide extra support for content by
creating a personalized learning experience on IXL, Ck-12, Prodigy, or some other
online learning platform. This will ensure that they have ample opportunity to practice
newly learned skills.
The other subgroup, students receiving free lunch, generally come from low
socioeconomic backgrounds and for these students, school represents a safe place
where their basic needs can be met such as food, shelter, and clothing (from the clothes
closet if needed). At school, make sure their needs are being met and education
becomes a secondary priority. If the students are tired, hungry, or anxious, they will not
be able to put forth the effort to learn. Ensure that the students have a safe comforting
environment with love and care in order to increase their ability to learn. No person,
whether child or adult can concentrate on learning unless their basic needs are being
met.
Reporting results to Students and/or other stakeholders
The MAP scores are sent home with a score key so parents know what the
results mean. There is a baseline that students must reach in order to be on grade level.
That score is 70%. The score report also breaks down strengths and weaknesses. My
school holds data nights where parents come in and discuss individual scores and
recent scores as a whole class so the parents can see where their children compare
with the rest of the class. During this data night meeting, students are provided learning
packets based on their weaknesses for extra practice at home.
Students will be given extra practice on weaker content areas through an online
learning platform. They will be able to complete assignments in class and at home.
Students will also work in small groups for differentiated instruction three times per
week. Because some students may exhibit test anxiety, I offer a choice board on how
they can show mastery. They may choose which option they feel more comfortable with
while showing mastery of content.
Reflection
Overall I’m happy with the results. The lowest score was 52% but the class
average was 72%. For the first assessment of the year, they did well. This information
gave me a starting point on where to begin my instruction and to personalize the
learning experience for my students. My students will take responsibility for their
learning by using the online learning platform. Their goal is to complete each assigned
task per week and they will be provided a checklist to help them keep track of their
progress. As for my students that receive free lunch, I will ensure that they are well fed,
comfortable, and able to take breaks so that they can concentrate on their education.
My biggest takeaway from the experience was that students receiving disabilities
and students receiving free lunch had a wide range of scores that were similar to the
general education classrooms students.

Stanley

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Summative Assessment Analysis (SAA)

Name: Shannon Stanley

Date: June 14, 2023

ISTE standards addressed

7b Use technology to design and implement a variety of formative and summative

Description of the Summative Assessment

Visual representation of correct answers vs incorrect answers

Changes to Improve Instruction

Reporting results to Students and/or other stakeholders

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