SUMMATIVE ASSESSMENT

Planning Worksheet, Data Summary, and Data Analysis Sheet

Teacher Candidate KristiJoy Fedorowicz Course/Section Dr. Sychterz

Cooperating Teacher/Grade Level: Mrs. Harr/ Kindergarten Total Students: 24
Supervisor: Dr. Sychterz Semester/Year: Spring 2019
Unit Topic: Polar Bears

1. List (bulleted) the content and/or process standards you’ll be assessing.

 Standard - 3.1.K.A5
 Observe and describe structures and behaviors of a variety of common animals.

2. Design a pre-test/preliminary post-test that are both aligned to these content standards.
Check the district objectives (based on the district’s curriculum framework).

3. Describe how you think your pre-test is aligned to your proposed unit standards and
objectives. If not aligned, what do you need to change for your post-test?
 The pre-test asks students questions about where polar bears live, what adaptations
they have, what they eat, and what they look like. Because of this students will be
observing and describing the behaviors and structures of an animal.

4. Prior to administering the pre-test, set your proficiency levels.

 Target = 90%-100%
 Acceptable = 70%-90%
 Unacceptable = Below 70%

5. Administer the Pre-Test and assess its results. Record your results below.

Pre-test
Target Acceptable Unacceptable Total
Number 0 4 18 22
of
students
0 18 82 %
% of students % % %

6. Given the pre-test data, please analyze the following:

 Student Strengths: Even though 0 students were able to tell me that polar bears live in
the arctic, most students were able to tell me characteristics of what it is like where
they live such as snowy and cold. 20 out of 22 students who took the pre-test were
able to choose fish over chicken when asked what polar bears eat.

 Areas of student struggle: When asked how polar bears keep warm, 9 out of the 22
students said fur, which is one way that they stay warm. However, the other students
either did not know or did not give a correct answer. No students mentioned blubber.

 Error patterns: 20 out of 22 students who took the pre-test answered that polar bears
are white. Even though polar bears may look white, their skin is actually black and
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 their fur is clear. The remaining 2 students answered with black and white and I
awarded them half credit.

7. How does your analysis of student struggle and error patterns influence the planning,
implementation and assessment of your unit?
a. The students had never had any formal learning about polar bears so far in
kindergarten and 0 students reached the target score on the pre-test, so I will
need to give clear information to all students to introduce them to the topic and
plan activities where the students will be engaged. The student’s strengths
focused on the characteristics of where polar bears live. Because of this, the
unit will focus on the specific name of where they live (The Arctic) and where
it is located on a map and in relevance to us (Northeast, USA). Based on
student struggles, I interpreted that some students may have never seen a polar
bear before so I will make sure that I include many pictures and videos of polar
bears for those students to refer to them as a visual. Over half of the students
also struggled with how polar bears stay warm. Based on these answers, I will
describe that the polar bears have a lot of fur, but will mainly focus on blubber.
I will conduct an inquiry based experiment where the student put their hand in
ice water with and without a glove of Crisco to feel like a polar bear with
blubber. Based on the error pattern of polar bear’s color, I will need to
emphasize that polar bear’s skin is black and that their fur is actually clear. I
will do this by reading non-fiction literature and having the students create a
replica of a polar bear out of black paper and cotton balls.

8. Re-design your post-test/summative assessment, if necessary.

9. After teaching your planned unit, administer the post-test.
10. Collect the post-test data. Record it below:

Post-Test
Target Acceptable Unacceptable Total
Number 13 7 1 21
of
students
62 33 5 %
% of students % % %

11. Given the post-test data, please analyze the following:

 Student Strengths:
o The students excelled in answering questions about the polar bear’s habitat.
20/21 (95%) of the students were able to determine that the place where they
live is called the arctic and 20/21 (95%) of the students were also able to look
at a picture of a beach and determine that a polar bear would not live there.
21/21 (100%) of the students were able to determine that polar bears can eat
fish, seals, and walruses. 20/21 (95%) of the students were able to determine
that polar bears have little ears. Overall, the students did a job well done,

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 considering this was their first time using the iPads and their first time playing
Kahoot!
 Areas of student struggle:
o The area where students struggled the most was determining the color of the
polar bear’s skin and fur (the actual color, not what it appears). 6/21 (29%) of
the students answered incorrectly when asked “What color is a polar bear’s
skin?” and 7/21 (33%) of the students answered incorrectly when asked “What
color is a polar bear’s fur?”
o Some of the students also struggled about determining blubber, 3/21 (14%) of
the students were not able to answer blubber when asked ------ is a layer of fat
under polar bears skin that help keeps them warm.

 Error patterns:
o Student S. was the only student who received a 6/12 (50%) which fell into the
category of unacceptable. Considering that this student was absent for almost
every lesson, and I just gave him a quick overview in the morning, he did not
do too bad and improved greatly from his pre-test.
o Technical errors also did occur, for example, Student B’s iPad froze shortly
after we began the test causing a different answer than what he selected to be
processed. Thankfully, when the tech coach was circulating, she noticed this
and verbally asked him to tell her the answer and related the information back
to me so I could change his score accordingly. A similar situation also occurred
with student J. I saw him select the correct answer on his iPad, but it was not
registering and showed up blank on the score report depicting that he did not
answer and time ran out. Because of this, I verbally asked him the question and
he answered correctly so I also had to change his score accordingly. This
shows that when working with technology, you need to be aware of technical
difficulties and check on every student to the best of your ability to ensure
success.
o For the question “What color is a polar bear’s skin?” I pointed to my skin
while asking to show students that I was looking for the answer about polar
bear’s skin, not fur. I believe that because of this, 2 of the students answered
that their skin was tan.
o For the question “What color is a polar bear’s fur?” 2 students answered that it
was black, I believe that they became confused between the fur and skin. 5 of
the students answered white because polar bears look white even though they
are actually not.
o I believe that a few students answered “snow” for the question about blubber
because the Crisco was white like snow and the ice water was cold like snow.
Another student answered hair because I believe that they did not understand
that I was asking for the layer of fat under the skin.

12. How does your post-test data compare to your pre-test data?
a. The number of students at the target level increased by 62% and the
percentage of students in the unacceptable range decreased by 77%.
Every student showed growth and increased their score from the pre-
test.

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13. Can you make a case that your instruction has had an effect on student learning?
Why or why not?
a. Yes, my instruction has had an effect on student learning because the
post -test shows that the students retained information and showed great
growth from the pre-test. The students were involved in hands-on
activities and were able to participate in multiple interactive read alouds
and games making them engaged in instruction and causing the material
to become meaningful because they were asked to have discussions
about how we are different than polar bears. I also incorporated
technology into the lessons which made students excited about learning.
The green screen allowed students to combine many different activities
and information into one project where they were able to see the arctic
background, make the polar bear, and they were the speakers that were
giving facts in the video.

14. After reviewing the data, please describe your remediation plan for students who
demonstrated an unacceptable level of achievement? If all students achieved at the
acceptable level or above, please write a hypothetical remediation plan in which
you both anticipate what skills/concepts students MIGHT have difficulties
accomplishing/understanding and how you’d go about remediating. This might
include re-teaching (with different methodology of course!), adapting the materials,
adapting/revising the assessment, etc.
a. Student O. was the only student who received a score of unacceptable.
As stated before, he was absent for a majority of the lessons and all of
the experiments and craft. Because of this, I will work with him for only
a few minutes in the morning while the students are at play centers.
During this time I will show him a map of the world and point out where
we are compared to where polar bears live, show him videos of polar
bears swimming, read books and facts about polar bears and have him
complete a cut and paste activity. Even though, he answered the
question about blubber correctly, I would still give him a bowl of ice
water and a blubber glove so he can actually feel what it is like for polar
bears to have blubber.
b. Since the areas of student struggle mostly occurred during questions
about the polar bear’s skin, I would pull those students in a small group
to complete an activity where they are able to see a clear representation
for the polar bear’s fur, not just me telling them. I would start by doing a
small read aloud of Mark Newman’s “Polar Bears” on the page “Polar
bears are not really white.” This will allow them to hear the information
again before starting an activity. I would conduct an activity with a
clear, plastic water bottle and fill it with black paint to represent the
polar bear’s skin and tell the students that the plastic on the water bottle
represents their fur, I would then take the students over to the window to
add cotton balls to the water bottle to show students that their fur only
looks white because it reflects the light off the snow.

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 c. Even though a majority of the students did great with the iPads and
Kahoot!, I would create a test with the same questions, but in an
interview style for students who struggled with the technology.

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