All students are supposed to show their capabilities in performing other tasks apart from the main topic in the food chain and ecosystem. However, some students learn quickly, and it is vital to identify which students need more time to familiarize themselves with the required specifics. The students will be required to answer a series of questions to determine which students require more time to learn particular concepts. Depending on the data collected from the field experience, students are prompted to create a graph to show the results of the survey.
All the questions administered to the students were made to ensure the students critically understood the topic. The students were instructed to explain their answers to determine what facts influenced their responses. For instance, students were asked to identify which organisms are more vulnerable to predators. For these questions, the students were required to answer using facts and explain why they thought their answers were correct. This strategy enables the instructor to comprehend how well the students understand the problem. It also presents the students with an opportunity to justify their arguments and answers.
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The scores from the test will be used to determine the effectiveness of the curriculum and the appropriate placement of the students. For instance, if students with reading performance below the grade level performed well in the test, they are to be allowed to continue with the class. However, students that will fail the test despite the reading performance level will be required to attend supplementary classes to meet the expected class average. Consequently, if the results do not improve after the remedial courses, the students will be given an option to repeat or drop the class. On the other hand, math performance level of the students will not be used to determine their results. This is because the study material requires minimal knowledge of math. Therefore, the results will be based on the students’ reading performance level and will determine whether they pass or fail the class.
Reflection
The summative assessment was successful as all students showed an improved understanding of how living organisms interact with their natural ecosystem. Most importantly, they were able to interpret the topic with minimal struggling. The data collected from the initial stage of preassessment was essential in helping the students contextualize the course material. For example, by arranging the students into small groups, it made it easier for them to understand the concept of food chains. Moreover, it made it easier for the teacher to attend to each group based explicitly on the shortcomings.
Although the summative assessment was successful, several challenges were experienced. For instance, some of the students, especially the female students, found it hard answering the questions. This is because they had minimal interaction with the organisms during the field study and found it unnecessary to answer the questions. Also, students with one year below the grade-level reading performance had issues with understanding the scientific terms as compared to the other students at grade level or above the grade level. They often confused the scientific terms with spoken language. As a result, I had to gather them around and explain to them the scientific terminologies. Also, I had to guarantee them that the assessment was part of normal learning.
Nonetheless, the students’ feedback from the field study was promising. The students became more curious about living organisms and their ecosystem. They could not stop asking questions which provided a basis for them to learn more about the environment. Moreover, summative assessment is vital in the future profession as it enhances a clear understanding of the study topic in hand. A better understanding of the subject will facilitate further research on the topic, expanding the knowledge base of the students and teachers included.
