Summative Evaluation Report

By: Dawn Johnson

Part 1: Online Classroom Impact Overview

Introduction
My online P-12 Practicum Learning Module was presented to my 8th
grade students in Physical Science. The Topic Covered was 2 elements
(Pure Substance vs Mixtures and Physical and Chemical Changes)
covered from the Matter Standard. Student Demographics I teach 100
kids. They are in the Stem Academy a mixture of High Achieving and
Gifted serviced students. 90% have access to the internet at home.
The other 10% usually spend time in class doing the work they need to
do with the need of internet. The Platform and Web tools I used were
Edmodo and Google. All students were provided with an Edmodo
account and google account. The school is our domain address.
Students were all instructed on how to link their google accounts to
Edmodo, and how to share documents and other resources with fellow
students and with me. The first topic covered Is Pure Substances vs
Mixtures. From this topic, I applied Problem Based Learning (PBL) in
the lesson. I told the students about a teddy bear that was stolen. All
that was left was a note written in black marker. They needed to figure
out from the note who stole the marker. I created a task of activities
the students had to complete to get them closer to an answer towards
the investigation. This was my first time using a PBL model, and I was

very nervous about the use of it. The second topic is about physical
and chemical changes. I used the choice board/gamification model.
The entire session took 3 weeks to complete. Many assignments were
turned in class or on Edmodo.

Assessing Student Learning

Formative assessments are given on the regular (Warm-up, ticket, out the
door, resources with games and practice quizzes.)I provided a PreAssessment for each topic I covered. The pre-test for the overall unit was
created online. Students were provided with a link to the Pretest and were
asked to take the pre-assessment and take a snapshot of the results posting
to Edmodo. This provided instant feedback to the students allowing them to
see what they actually knew about the topic and give an idea of what they
will be learning.
The beginning of every class period students are provided with warm-up
questions. I consider this a summative assessment because I am asking
questions in regards to any topic that we have covered this school year.
Other forms of assessments consist of work provided for the students such
as virtual labs, choice board assignments these are used throughout the
class period to check for understanding. The end of the day students are
provided with a ticket out of the door this is a formative assessment question
asked based on what students should have learned that day.

Figure 3 Sample Warm-up Question

Figure 1 Pre-assessment sample from student

Figure 2 Sample Pre-assessment from Student

Figure 4, Ticket out the door question

Planning For Effective Instruction

In order to effectively plan for instruction and delivery I had to keep certain
things in mind. 1) I do not teach in a 1:1 ratio of technology for students. 2)
Every Student doesnt have BYOT (Bring your own technology) access. 3)
Some Student didnt have access to Wi-Fi at home. 4) Some students fit more
than one of the categories 5) some students didnt fit any of the categories.
Keeping these elements in mind is what allowed me to plan for effective
instruction. In order to keep the online modeling Differentiation had to go on
in class. Starting with the Pure Substance vs Mixture Module. Students were
provided with a Task sheet of things they needed to do. I also added Problem
Based Learning into the module. Students were asked to solve the mystery of
the stolen teddy bear. A Sample Task sheet is listed below in Figure 5 and 6

Figure 2 Sample Activity Sheet for Pure vs Mixture

3 Task Sheet Students must complete task and must equal 170 points

This Model Allowed student to work at their own pace and choose items that
they felt comfortable doing.
The Next Module presented was titled Chemical and Physical Changes from I
gave a different model. My delivery for this module was an activity sheet
and tic-tac-toe board used as a formative assessment and checking for
understanding. Students were asked to keep up with the assignments by
checking off that they had done it and by providing their grades for the
assignment. Once everything was graded all they needed to submit was the
sheet.

Figure 4, Physical and chemical Activity Sheet

Figure 5 Tic-Tac-Toe Board Formative Assessment

Learning Strategies and Evidence Based practices

While using learning styles and the Multiple Intelligences as ways to come
up with lessons for my students my use of the strategies that create a

learning centered classroom opposed to a lectured centered classroom is

what I put into practice while implementing my online learning modules.
(Glencoe/McGraw-Hill, 2005) Provided amazing ideas to help develop my
learning modules. I used this document as my foundation in regards to how I
wanted my students to learn the information. Some examples from the
article that I applied to my classroom were Problem Based Learning,
discovery method, role playing and simulations. I also used many types of
examples of products that were based on multiple intelligence and comfort
level of technology. For example I allowed students to create cartoons,
stories, comic boys as well as traditional worksheets etc.
The literature regarding best practices in online teaching strategies
can be organized into three major components of the instructional process:
(1) planning and development, (2) teaching in action, and (3) student
assessment and data evaluation. Together, these three components
significantly influence the effectiveness of the online environment, making it
especially important that instructors are aware of best practice teaching
strategies, discussed in the following sections. (The Hanover Research
Council , 2009) I based my planning of lessons as a foundation of my online
modules. Planning and development consisted of the planning of the learning
materials, the assessments, making everything accessible to all learners.
Teaching in action consist of the way I am delivering the material. The
encouragement of collaboration, interactive sites were encouraged.
Discussion board questions and proper netiquettes were also applied to my

online modules. The last practice is student assessment and data evaluation.
For my modules I used different forms of assessment to assist the students
on where they are and what they needed to learn. Most of my assessments
provided instant feedback to the students so that they can feel responsible
for their own learning.

Learner Assessment
Below I created questions about the topic Physical and chemical Changes.
My pre- and post-assessments were not the same. I did test the students on
the same topic, I just didnt use the exact same questions. My pre-test were
very general questions. Maybe too level one, were as my post assessment
questions were a little harder. I noticed some of my students did better on
the pre-assessment than my post assessment. It isnt because they
regressed, I think it is the level of questioning. Perhaps I will consider using
the same test the next time around. Although I truly feel if the information
was covered it shouldnt matter which test I use to assess the student.

Question Prompt: 1
Total Points: 1

1. Sugar dissolves in warm water

Physical Change
Chemical Change

Question Prompt: 2
Total Points: 1

2. A nail rusts.
Chemical Change

Physical Change

Question Prompt: 3
Total Points: 1

A Glass Break
Physical
Chemical

Question Prompt: 4
Total Points: 1

Paper Burns
Physical
Chemical

Question Prompt: 5
Total Points: 1

Iron and sulfur mix and form a partially magnetic black and yellow mixture.
Chemical
Physical

Question Prompt: 6
Total Points: 1

Iron and sulfur are heated and form a non-magnetic shiny grey substance
Physical
Chemical

Question Prompt: 7
Total Points: 1

Dry Ice (solid carbon dioxide -- CO2) is sublimed at room temperature

Physical
Chemical

Question Prompt: 8
Total Points: 1

Vinegar reacts when mixed with baking soda.

Physical
Chemical

Question Prompt: 9
Total Points: 1

Water boils at 100 degrees Celsius

Chemical
Physical

Question Prompt: 10
Total Points: 1

Zinc when immersed in Hydrochloric Acid produces hydrogen gas.

Physical
Chemical

1. Copy #1 of Copy #1 of Physical And Chemical

changes Quiz
This is a quiz on chemical and physical changes. You will be timed. You may not use any notes for this quiz.
Question Prompt: 1
Total Points: 1

1. Color is a __________.
Chemical change
Chemical property
State of a substance

Physical property

Question Prompt: 2
Total Points: 1

2. When sandpaper smooth a piece of wood, this is an example of a __________.

Physical change
Change of state
. Chemical change
Change of matter

Question Prompt: 3
Total Points: 1

3. Color and shape describe the __________ of matter.

Chemistry
Feel
Appearance
Chemical properties

Question Prompt: 4
Total Points: 1

4When a piece of paper is crumbled, this is a change of __________.

Mass
Shape
Density
State

Question Prompt: 5
Total Points: 1

5 Ice melting is an example of a change of __________.

State

Vapor
Color
Chemical Property

Question Prompt: 6
Total Points: 1

6. during a chemical change, a substance __________.

Loses chemical properties
Changes into another substance
Loses physical properties
Remains the same

Question Prompt: 7
Total Points: 1

7. Mass and volume depend on the __________ of matter present.

Amount
Chemical properties
Flammability
Physical properties

Question Prompt: 8
Total Points: 1

8. An example of a chemical property is __________.

A. color
Density
B. ability to burn
D. mass

Question Prompt: 9
Total Points: 1

9. An odor being given off can indicate a __________.

Change of state
Chemical change
Change of density
Physical change

Question Prompt: 10
Total Points: 1

10. When you observe a chemical property, the substance __________.

A. remains the same
Burns
C. melts
Changes

Question Prompt: 11
Total Points: 1

11. What does density measure?

Volume per unit mass
A. matter per unit weight
C. mass per unit volume
D. weight per unit matter

Question Prompt: 12
Total Points: 1

12A cube has a side of 5 cm. It has a mass of 250 grams. The density of the cube is
50 g/cm3 and will float in water
2.0 g/cm3 and will float in water
50 g/cm3 and will sink in water
2.0 g/cm3 and will sink in water

Question Prompt: 13
Total Points: 1

13If copper floats on mercury, and gold sinks in mercury, then which one of the following statements is
TRUE?
Copper is less dense than gold.
Mercury is the least dense of the three metals.
Mercury is denser than gold
Copper is more dense than mercury.

Pretest and Posttest Data

Table 1: Assessment Overview

Name of
School
Name of
where online
Assessment
P-12
Practicum
(e.g.,
Learning
Vocabulary
Module was
test)
implemente
d

Physical
and
Chemical
Changes

Woodland
Middle
School

Topic of
the P-12
Practicu
m
Learning
Module

PreAssessment/
Post
Assessment Length of Unit
Student
No. of
Used
Demographic: (Example
of instruction
students
rd
: 3 grade reading
(Example: 3
taught
students)
weeks)
(e.g., written
pretest
written
posttest)

Physical 8th Grade Advanced

and
Physical Science
Chemical Students
Changes

Table 2: Assessment Individual Data

19

Pre and Post 2 weeks

both tools
electronic

Student Identifier (no

names) ( numbered 119)

Pretest
Posttest score
score in
in percentage
percentage

1. Student

60

69

2. Student

n/a

62

3. Student

n/a

100

4. Student

70

69

5. Student

40

62

6. Student

40

77

7. Student

70

85

8. Student

70

92

9. Student

70

85

10. Student

70

85

11. Student

40

62

12. Student

70

69

13. Student

n/a

85

14. Student

n/a

85

15. Student

70

77

16. Student

70

85

17. Student

70

100

18. Student

n/a

100

19. Student

90

n/a

Table 3: Assessment Group Data

Group Pretest Mean
score in %

Group Posttest Mean score

in %

Percent Change (+ or - %)

64%

81%

+17%

Part 4: Analysis and Interpretation of Data

The Data gathered from the pre and post test speaks volumes to me for
various reasons. Starting with the pretest, some students didnt get the
opportunity to take the pre-test due to a variety of reasons. The Pretest had
a total of 4 failures, 10 passing, and 5 that didnt take the test. I truly believe
my level of questioning for the pre-test was too low. I will be consistent with
the level of questioning because I felt the data implies that the students
knew this information off the back when they really didnt. Ironically of all of

the students that didnt take the posttest all but one of those students were
very successful on the post assessment. The post test grade had to be
adjusted due to 2 questions on Edmodo having an error so the updated
grades were notified to the students and updated in my gradebook for my
records. When analyzing the data for the posttest I created categories and
percentages. Those categories are 1) how many students failed the
assessment 2) how many students to passed 3) how many students missed
the quiz 4) how many passed the pretest, but failed the post test. 5) How
many still failed the posttest but scored higher than the pretest (value
added). Eight student failed the post test all of these students fell in the 60s
range. Of that 8: 2 failed the post, but passed the pretest which led me to
believe the level of questioning. 3 students failed the pretest in the 40s but
value add to the 60s. I am pleased with those students because they did
show gains. Maybe not the ideal way, but they showed improvement. 11
students passed the assessment. Some reasoning of not being successful
after asking the students. Some felt that they made simple mistakes, some
said they didnt need to study, some of the students didnt turn in the
module assignments.

Part 5: Recommendations for Revisions

I have so many recommendations for revision for this module. I use Edmodo
on the regular, so the feedback I am giving myself will be applied in the very
near future. I felt that since I see the students in class I didnt express
information online as clear. I didnt create folders for the students until the

near end, once I did information was easier for the students to retrieve and
use. I also felt that I should have given students who didnt complete the
assessments some time to get the assessments done, so some of my data
wasnt as useful as I would have liked. Overall Organization and
communication needed to be improved on my end. I did enjoy the interaction
the students displayed and felt the students were enjoying themselves. The
last thing I should have done is a to-do guide on how to do things one
Edmodo. I made the mistake of assuming the students knew what to do,
since they used Edmodo in previous years.

References
Glencoe/McGraw-Hill. (2005). Creating Learning Centered Middle School classrooms.
Retrieved from Glencoe Online:
http://www.glencoe.com/sec/teachingtoday/subject/creating_learn_centered.p
html
The Hanover Research Council . (2009). Best Practices in Online Teaching .
Washington, DC.