Instructional and curricular decisions in the classroom should be made based on data
collected through various types of assessment. Summative assessments are one of the most
common ways to evaluate student knowledge and enable the teacher to make decisions related to
curriculum and instruction to meet the needs of the students in her instructional setting. In this
essay I will evaluate the use of Summative assessment in an 8th grade English classroom that
contains 30 students, 16 male students and 14 female students. 24 students are performing at or
above grade level, while 6 are below grade level. This class includes students identified as
English Language Learners, for which differentiation is noted. One student has an identification
of Autism and has an Individualized Education Plan, as well as one student with Asperger’s, one
student with a math disability, and one student with a language disability.
Analysis of Summative-Assessment Data
Summative assessments are taken at the end of instruction and enable the teacher to
evaluate the student’s understanding of the concept and if they have mastered the lesson
objectives. The assessment data provided for this task provides the results for the thirty students
in the class that have taken the both parts of the summative assessment (objective and
performance sections). The objective summative assessment consisted of a possible 10 points.
Although not clear, one can assume that in order to prove mastery the student would need to
score 8 out of 10 possible points which would provide a percentage score of 80%.
Objective Section:
Of the 30 students that completed the objective summative assessment 12 demonstrated
mastery of the lesson objectives. This indicates that 40% of the students are ready to move on to
PAG E 2
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