Strategies to promote the formative use of other summative assessment experiences
When students spend a significant period of time working on an extended assessment task, it is important that the task has been designed so it is likely to yield a significant amount of information about student performance.
Ask these questions:
- Will the design of the task allow students the opportunity to demonstrate their achievement of the skills, knowledge and understanding that will be the focus of the unit?
- Is there any opportunity to achieve those skills, knowledge and understanding at a number of different levels?
- Are the success criteria explicit and will they be shared with the students before the unit begins?
- Is the form or forms of the assessment product (oral, written, performance, other) consistent with the skills, knowledge and understanding that will be the focus of the unit? (For example, if students are asked to produce evidence of their learning in the form of a brochure or website or 3-D model, will they be provided with models and specifically taught the structure and features of those forms?)