Summative Assessment

Summative Assessment
Kamarri Hall
March 30, 2022
 Learning Objective
o Given an addition equation the students will, solve using counting on or making
ten then present their strategy by recording a short video explanation using iPads.
 Assessment Description
o This summative assessment will be related to my math lesson from lesson week.
For this assessment I would place the students in groups of 2-3. Each student
group will choose an addition equation from the appropriate basket. The equations
are categorized in the baskets by difficulty. First the groups will solve their
equation on paper and write 2 or more sentences describing how they solved it.
Then the students will record a video explaining their strategy for solving the
equation. The students will have access to whiteboards, dry erase markers, and
their papers during the presentation. The students will be assessed on the strategy
used to solve and the correct answer.
 Assessment Rationale
o I created this summative assessment to help all students in the classroom feel
challenged. This assessment meets the learning objective because there is a large
focus on the strategy the student is using. It is important for the student to learn
and use a variety of strategies to find what suits them. This also equips the
students with the skills needed to solve more difficult equations. In my classroom
some students are moving towards working independently. When the students can
work with their classmates, I have noticed that they enjoy the content more.
Student collaboration in this assessment will allow the students to grow and
display their skills. Also, the students may feel more comfort in presenting their
strategy with their peers. Which will create an open classroom environment for all
student to learn with one another. Finally, this summative assessment allowed the
students to take on the role of being a teacher. The written responses and
presentations will call for the students to generate unique responses. As I am
observing this will reveal any misconceptions the students may have. I will be
able to implement feedback to help the students correct their thinking for the
future. The students will be in this role to test the student’s understanding of the
content as related to the standard.
 Scoring Guide Description
o I choose to use a checklist for the math summative assessment scoring guide. I
felt that this was a hands-on lesson that would be better observed in the moment. I
wanted to be reminded of the standard and objective to ensure the students were
staying on track. The checklist format would allow me to quickly move around
the room and record students that are progressing or in need of help. I included 3
pieces of criteria that aligned to the objective and standard. Lastly, I include a
comment box to insert additional observations made about the student.
o
 Scoring Guide Description – Differentiated
o I slightly differentiated my scoring guide for this assessment. I felt that two pieces
of the criteria were already differentiated. I added in that some students could
solve with the teacher help. This was needed because there are some students who
struggle with counting. That makes it very hard for them to independently work.
Although the students would have a partner the teacher will be able to scaffold as
the student is working.
o
 Assessment differentiation why or why not
o As mentioned, I did choose to differentiate the scoring guide. I felt this was
needed to help all students learn and be rated fairly. Also making this
differentiated scoring guided helped me view assessment from a different
perspective. My observation students perform better when they have
individualized attention. This helps them be less distracted and more engaged
with the content. I decided to try to replicate this by intentionally placing the
students in groups. I wanted to choose the student groups to balance the skills
levels. I also wanted to make sure that students who needed more guidance could
get it during the assessment. Secondly, I created specific problems for the
students. I planned on using different color baskets to separate the equations.
Based on the students I would direct them on which basket to choose from. This
will also ensure that the student groups are getting challenging problems. My
observation students are struggling readers and writers. This meant it took them
longer to produce products. To benefit all students, I wanted them to present
verbally. First the students needed to write their explanations. This served as a
guide for them as they spoke. It also provided a rationale behind their answer. The
observation student’s groups would be working with a teacher to create their
sentences. The final presentation was verbal to give all students to chance to
participate. The students also got dry erase markers and boards to visually show
their equation. Lastly, I felt that working and presenting in groups would give my
lower students confidence. At this age I observe that the students will copy one
another. However, when my observation students are surrounded by mindful
students, they tend to model that behavior. I felt these students would be
challenged to take more leadership while working in their groups. I have observed
that when one of my students talks in front of the class, she speaks quietly and
stutters. The student may not experience this if she is supported by her classmates
and displaying a concept she knows well. Finally, all the students love recording
themselves and watching YouTube. I felt this assessment could be geared towards
21st century learning by allowing the students to collaborate and communicate to
express their creativity.

Summative Assessment

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