STILL NEED: * Steps in process…

1. STILL NEED: * Steps in process…

2. Does summative assessment limit students ability to demonstrate their understandings? D C B A

3. Graphic Organiser for Investigation:

4. The known or agreed upon… (Branford & Schwartz stuff)

5. We agreed that… Summative assessment is: • Generally completed at the end of a unit of work. • Results in a grade or mark • Used to develop a judgment about the students performance (Education Queensland - http://education.qld.gov.au/staff/learning/diversity/teaching/assessment.html and Griffith Institute for Higher education from Griffith university – http://www.griffith.edu.au/_data/assets/pdf_file/0005/52862/gihe_tipsheet_web_dea.pdf

6. We agreed that…Students learn and communicate in different ways…

7. We agreed that… Assessment that leads to grades can lead to students feeling pressured to perform…

8. We agreed that…Assessment is valuable and is essential for accountability and some forms of reporting.

9. Some questions we had were…

10. Some questions we had were… 1. What learning styles make up our classes? Who are we assessing? 2. What are the policies that govern summative assessment in Queensland schools? 3. What are the different summative assessment tasks we can use to assess students? 4. Does stress play a key factor in students ability to demonstrate their understandings?

11. 1. What learning styles make up our classes. Who are we assessing?

12. "Approximately 20 to 30 percent of the school-aged population remembers what is heard; 40 percent recalls well visually the things that are seen or read; many must write or use their fingers in some manipulative way to help them remember basic facts; other people cannot internalize information or skills unless they use them in real-life activities such as actually writing a letter to learn the correct format." (Teaching Students to Read Through Their Individual Learning Styles, Marie Carbo, Rita Dunn, and Kenneth Dunn; Prentice-Hall, 1986, p.13.)

13. 2. What are the policies that govern summative assessment in Queensland schools? Education Queensland’s Believe Achieve Succeed Intiative says, “Every student in every phase of learning needs a personalised approach to learning that responds to their individual needs and empowers them to contribute to their communities and continue to learn throughout their lives.” (Education Qld)http://education.qld.gov.au/schools/innovative/docs/bas_brochure.pdf

14. McInerney & McInerney says that teachers should: • Design a range of assessment tasks that promote meaningful learning • Establish for students the purpose for measurement and evaluation • Establish for students that the assessment tasks used are valid and fair, and consistent with the regular curriculum and instruction provided in the classroom • Design assessment tasks that elicit students genuine effort, motivation, and commitment to the assessment activity and situation • Provide opportunities for all students to demonstrate what they have learned across a variety of assessment tasks. • Ensure that the assessment tasks are fair and equitable to all students. • Knows and uses a range of assessment strategies to build holistic picture of individual student learning • Uses assessment procedures consistent with content and procedural goals Essentials of effective assessment. (McInerney p. 389 & 401)

15. Authentic experiences When designing learning experiences and setting assessment the types of learners that make up your class should impact how you design them. We want to set our students up for success, so we need to profile them, gain an understanding of how they best learn and communicate their understandings and tailor a variety of learning experiences and assessments to cater for all learning types throughout the units being taught.

16. 3. What are the different summative assessment tasks we can use to assess students? Education Queensland suggests summative assessment can include: • written tests • oral presentations • concept maps • problem solving activities • project work • essays • formal assignments • Exams (Education Qld, http://education.qld.gov.au/staff/learning/diversity/teaching/assessment.html)

17. Our questionnaire

18. Summative tasks teachers at our schools are using:

20. Blooms Taxonomy

22. TIME??? Example of a multiple choice question: Find and correct the error in each section of the sentence: the old dog went home. Should it be: • The Old dog went home. • The old dog went home. • The Old Dog went home. • It is correct.

23. ??? TIME “To pick out and to correct is only to detect. At its best, this item might be a model for the skill of copy editing or paper correcting.” www.ied.edu.hk/obl/files/wofle.pdf

24. To ensure a fair selection you all get the same test. You must all climb that tree.

25. Perhaps a way of getting around this could be to offer a student the choice of assessment tasks, but is this happening in schools?

26. Are students able to choose the type of summative tasks they are marked on?

27. Example A: Teacher asks class to communicate their understandings of ‘consumerism’ through a multiple choice test.

28. Answer: B) Consumerism is the belief that it is good for a country if people buy and use a lot of goods and services

29. Example B: Teacher asks class to communicate their understandings of ‘consumerism’ in any way they feel best communicates what they have learned.

30. Answers:

31. Link assessment task to HoT… • “If we care about the performance of thought, that is what we have to sample & sample.” • ANSWER (Should also fit in policy, and assessments addressing HoT) We have come to understand that summative assessment does not limit students ablility to demonstrate their understandings, but the type of assessment being used does. Taking into account that students have different learning styles, homogenous assessment will always discriminate and limit the ability for certain students to demonstrate their understandings. Perhaps, the answer, then, is to allow students options for assessment tasks, or to assess the one understanding in a number of ways so they can show their knowledge across a number of mediums.

32. Too hard??? • Expectancy value theory. P.215 (McInerney) “Everyone has the tendency to achieve success and avoid failure. This is moderated by expectation of success or failure, particular task, value of the task and the individual’s personal value of the task.”