In this strategy, students may be instructed to sign their names on the back of the final page of an exam, quiz, or written assignment rather than the front.

Write Names on the Back of Last Page

Use Student Personal Identification Numbers

Type Assignments Over Writing in Longhand

Grade the Same Section or Question for all Students at the Same Time

These types of summative assessments are creative summaries that demonstrate a student’s literary skills.

This type of summative assessments are used to get real-time and spontaneous responses from learners at the end of a course.

Depending on the learning areas, this type of summative assessment can include images, infographics, and small to medium-length texts like essays or one-pagers.

These simple and creative tasks allow students to put their knowledge to work.

Getting students to execute tasks within small groups is a great way to test their knowledge.

The assessment reflects a range of real-world skills that are authentic outside of a classroom context.

The assessment prompts students to exhibit skills and demonstrate knowledge in more than one way

The assessment accurately reflects what students have been taught in the instruction period.

Lesson planning and expectations on the proactive map.

Using new opportunities that arise a long with the steps planned in the lesson.

Identify any issues with bias. Grade 9. Speaking task. Speak about a boxing.

Stereotyping based on gender or interests

Stereotyping based on political issue

Stereotyping based on cultural issue

The assessment prompts students to exhibit skills and demonstrate knowledge in more than one way

The assessment reflects a range of real-world skills that are authentic outside of a classroom context.

The assessment accurately reflects what students have been taught in the instruction period.

Lesson planning and expectations on the proactive map.

Using new opportunities that arise a long with the steps planned in the lesson.

Effective summative assessments provide an opportunity for students to consider the totality of a course’s content, making broad connections, demonstrating synthesized skills, and exploring deeper concepts that drive or found a course’s ideas and content.

Design Clear, Effective Questions

Use a Rubric or Table of Specifications

Summative assessments are usually higher-stakes than formative assessments, it is especially important to ensure that the assessment aligns with the …

Learning objectives and expected outcomes

The goal of the teacher as mentor …

Provide feedback and support to each student.

Gather diagnostic information to lead the group through the work at hand

Maintain records of students’ progress and achievement.

Report to parents, students, and the school administration about student progress and achievement

Make adjustments and revisions to instructional practices.

Bias in items is when:

A group, say males or females, detect perceived bias in the question.

Find the difference between an estimate and the actual value

The scores of one group are significantly different

Occurs throughout a class or course

What types of assessments are anticipated in accordance with formative assessment theory?

Assessment by the teacher, self-assessment and peer-assessment.

Assessment of the individual student, the class, and the group

Analysis, comparison, and evaluation

Identify any issues with bias. Grade 5. Writing task. Write about a trip to the theatre.

Stereotyping based on interests

Stereotyping based on political issue

Stereotyping based on cultural issue

ТКО 7

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MULTIPLE CHOICE QUESTION

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Standardized tests that demonstrate school accountability are used for student admissions; SATs, GCSEs and A-Levels

Summative

Diagnostic

Formative

Evaluative

Test

MULTIPLE CHOICE QUESTION

1 min • 1 pt

Descriptive feedback may accompany this type of assessment to let students know whether they have mastered an outcome or whether they require more practice.

Summative

Evaluative

Formative

Diagnostic

Test

MULTIPLE CHOICE QUESTION

1 min • 1 pt

Ask students to create a visualization or doodle map of what they learnt

Formative

Summative

Evaluative

Diagnostic

Test

MULTIPLE CHOICE QUESTION

1 min • 1 pt

One-minute papers on a specific subject matter

Summative

Formative

Evaluative

Diagnostic

Test

MULTIPLE CHOICE QUESTION

1 min • 1 pt

It provides an essential benchmark to check the progress of students, institutions and the educational program of the country as a whole.

Diagnostic

Formative

Evaluative

Test

Summative

MULTIPLE CHOICE QUESTION

1 min • 1 pt

Teachers can use it to lay out expected performance criteria for a range of grades.

Rubric

Feedback

Informal

Diagnostic

Test

MULTIPLE CHOICE QUESTION

1 min • 1 pt

Instructors can bring …, into the grading process through their knowledge of students’ previous scores, race/ethnicity, work ethic, and other attributes.

Bias

Feedback

Informal

Diagnostic

Test

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ТКО 7

Standardized tests that demonstrate school accountability are used for student admissions; SATs, GCSEs and A-Levels

Descriptive feedback may accompany this type of assessment to let students know whether they have mastered an outcome or whether they require more practice.

Ask students to create a visualization or doodle map of what they learnt

One-minute papers on a specific subject matter

It provides an essential benchmark to check the progress of students, institutions and the educational program of the country as a whole.

Teachers can use it to lay out expected performance criteria for a range of grades.

Instructors can bring …, into the grading process through their knowledge of students’ previous scores, race/ethnicity, work ethic, and other attributes.

To lessen teacher’s … blind grading can increase students’ confidence in the reliability of assessment results.

In this strategy, students may be instructed to sign their names on the back of the final page of an exam, quiz, or written assignment rather than the front.

This type of summative assessments are used to get real-time and spontaneous responses from learners at the end of a course. The instructor can embrace structured, semi-structured, or unstructured interview methods to grade the students and evaluate their overall performance.

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