Initial Summative Assessment
My school district creates the summative assessment that all seventh graders across the district must take. I use the results of this to inform my future reteach and spiraling needs. The results of my summative assessments for module 1 told me that I still need to re-teach the material through module 2, particularly for standard 7.RP.1. With further analysis of particular questions, students did not feel confident with proportional relationships once there were fractions or large numbers involved. Students will continue to work with proportional relationships during Do Nows in module 2, and I plan to re-assess them in proportional relationships standards in module 2 as well.
Based on my summative assessment data, most of my students failed to master any of the required standards, and particularly standard 7.RP.1. I did a re-teach of the material during my Do Nows all of the days the following week and during the lesson for one of the days. I then re-assessed my students on the most missed questions on the initial summative assessment with changed numbers. The performance on their re-assessment showed increase mastery of the material, with now 18% of students being proficient instead of 0%.
Even after this initial retest, I continued to reteach and retest my students on proportional relationships. For example, on a formative assessment I later gave students on adding and subtracting positive and negative rational numbers, I included two questions on proportional relationships. The mastery of the standard had dramatically increased since the previous summative assessment, with the average score on questions pertaining to the proportional relationships standard 7.RP.2 being 88%.
I use summative assessments regularly in my class, but this does not mark the end of when I teach or test for mastery of the material. I continue to spiral material in later units as needed and re-test students on the material to check for mastery.
I collaborate regularly with colleagues to examine formative assessment and summative assessment data in order to guide instruction. The school-wide failure on the district-created summative assessment prompted multiple meetings and collaborative planning sessions with the general and special educators of the 7th grade team. We also discussed summative assessment data generally as a math team, figuring out what strategies work well to prepare students for district exams and what strategies do not. For example, many students lack the computer literacy to successfully interpret what a question is asking, so we committed to having a wider variety of computer-based questions on our biweekly formative short cycle assessments. We also committed to exposing students to more rigorous problems more frequently in order to prepare them for rigorous assessments.
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