Running head: SUMMATIVE ASSESSMENT ANALYSIS

Summative Assessment Analysis

Amanda Lockwood
University of La Verne

SUMMATIVE ASSESSMENT ANALYSIS

The summative assessment titled Nature of Matter Unit Exam (DiPalma, n.d.) is a test that is
given after a lengthy study pertaining to elements and compounds, states and properties of matter and the
ways in which they move through the various states, as well as lessons pertaining to mixtures and
solutions. The assessment covers all of the 5 th grade science content standards for physical science
(standards 5.1.a through 5.1.i). Although this assessment may have been designed to align with a different
set of state standards, it does fit with the California content standards very well. The exam itself is
extensive, consisting of 43 multiple choice questions spread across 7 pages. Even though it will provide a
large amount of data to confirm student understanding of several content standards, this assessment as it
stands will not provide details pertaining to the depth of knowledge students possess. As this assessment
is lengthy and only contains multiple choice questions, several modifications are necessary to ensure that
students with specific challenges are not overwhelmed by the exam, and are able to clearly present their
understanding in a more appropriate way to fit their needs.
Focus student 1 is an English learner (EL) who is currently in the expanding range. This student
is able to read grade level texts, but sometimes struggles with comprehension and content specific
vocabulary. This student also finds it necessary to read most texts multiple times, which makes it difficult
for them to accomplish some of assessments within a given time constraint. For these reasons, several
accommodations are in order to ensure this student can show their understanding of the content in a way
that works well for them.
Reducing the volume of multiple choice questions drastically will help ensure the student doesnt
need to spend hours on this exam. Selecting approximately 15 questions that span all of the topics will be
more than sufficient. There are currently 21 questions that pertain to properties of liquids, gases, and
solids and what occurs as they move between those states. There are also 10 questions that relate directly
to elements and compounds. It is unnecessary to have students continually answer the same question in a
different way this many times. A teacher should be able to confirm student understanding and gaps in
knowledge with fewer questions. Providing visual support in the form of drawings or photographs in the

SUMMATIVE ASSESSMENT ANALYSIS

margins will also assist to fill in any content specific vocabulary comprehension problems. It is important
to ensure this test has the multiple choice options listed vertically. Currently some of the multiple choice
answers are in two columns, which can be confusing for test takers.
In addition to answering the multiple choice questions, having this student draw a diagram and
label it to show what molecules of water would look like under a microscope in its three states, and
providing an example of what could occur for each state to transform into the next should be more than
sufficient to make up for any of the questions not included from the original exam. This student will
explain their diagram and examples orally in their own words in a private discussion with the teacher.
Offering this type of assessment to an EL allows them to show their content knowledge in a way that does
not require as much decoding as the multiple choice exams, and assesses them in a way that keeps their
affective filter low. As there are no short answer or essay questions listed within the exam, the EL is not
missing any writing practice by explaining their diagram and examples orally.
Focus student 2 has been diagnosed with ADHD and is both hyperactive and inattentive. This
student has difficulty with reading comprehension and struggles to focus on reading tasks for more than
1o minutes at a time. In order to help accommodate this student, providing additional visuals within the
multiple choice questions and answers will help support the student in understanding the questions on the
test and help to fill in any reading comprehension gaps the student may have within the exam. Visuals
will also help with student engagement as they work through the assessment.
Reducing the number of questions is also in order for this student. The assessment should also be
chunked into short pieces the student can accomplish in 10 minutes or less per sitting. This student should
only need to answer approximately 20 questions within this exam to show their understanding. It is
important that each of them have visual support. This student will also benefit from answering some of
the questions online in lieu of the standard paper testing and increase student engagement. Additionally,
computer based testing will allow for short video clips or photographs to be imbedded. These will help to
explain the questions in lieu of only using simple drawings seen in other parts of the exam already.

SUMMATIVE ASSESSMENT ANALYSIS

It is important to note that this type of assessment should be modified before administering it to
the full class as well. The large volume of multiple choice questions included within this exam are
daunting to look at, with many covering the same concepts numerous times. Reducing the volume of
questions is one easy way to modify this assessment. As it stands, the test also lacks questions that allow
students to show their deep understanding of the content. Modifying this assessment to have students
draw a diagram of the states of matter and write a paragraph with examples will help to fill this void, and
align well with the accommodation already made for the EL focus student.

SUMMATIVE ASSESSMENT ANALYSIS

Works Cited

DiPalma, A. (n.d.). Nature of matter unit test. Retrieved April 09, 2016, from
https://www.teacherspayteachers.com/Product/Nature-of-Matter-unit-test-1743075