Summative Assessment Strategies Working Smarter Not Harder CREATING

Summative Assessment Strategies Working Smarter Not Harder

CREATING: � How does this assessment task relate to the statement of inquiry? �What’s a statement of inquiry? �The statement of inquiry: �represents a contextualized, conceptual understanding �describes a complex relationship that is worthy of inquiry �explains clearly what students should understand why that understanding is meaningful �can be qualified (using phrases such as “often”, “may” and “can”) if it is not true in all situations, but is still an important idea, �can be formulated at different levels of specificity.

Examples of Statements of Inquiry: � � � Revolutionary scientific change could be seen as blessing or a curse, depending on the social group one belongs. Economic changes always have an impact on the way of life of different social groups and their mutual interactions. Relationships are impacted by perspective and ideology. People have sought to control the resources of their neighbors since the beginning of human civilization. Logic is a powerful tool for justifying what we discover through measurement and observation.

CREATING: � Which objectives are being addressed? ◦ Whatever works, as long as you hit each criterion once per semester. ◦ 1 or 2 is standard. Don’t overwhelm yourself or your students.

CREATING: � How can we create meaningful performances of understanding? (How do I make a good IB task? ) ◦ Be creative (musical/physical/artistic compositions, creation of solutions or products, essays, examinations, questionnaires, investigations, research, performances, oral/written/graphic presentations, open-ended tasks) – barbie bungee ◦ Create sufficiently rigorous tasks. Make sure your task asks the students to reach a 7/8. Especially in earlier years, guide the student to a 7/8. – Knowledge and Understanding

CREATING: � How can we create meaningful performances of understanding? (How do I make a good IB task? ) ◦ Rigorous doesn’t mean enormous. (quick survey) – assessment criteria ◦ Create a clear task and rubric. If grading is challenging or confusing for you, it will be the same for both students and parents. That can impede the student’s chance for success and the open the door for problems with the parents. If grading is confusing, can you make the task or rubric more specific?

CREATING: � How do I make it International?

GRADING: � How will results be scored, recorded analyzed? ◦ Norming. ◦ As you are grading, consider modifying your rubric to make it more objective specific. ◦ Using a good rubric should make grading faster and easier. A good rubric will contain necessary feedback. ◦ Using the rubric from top to bottom or bottom to top? ◦ Create structure within your task to make the grading easier. ◦ Make sure you save 1 low, 2 medium and 1 high

How can you use this? � Describe an task you might want to incorporate in a future IB unit. � Share an unit or activity that you currently use. ◦ How might you modify the task to enable more student success? ◦ How might you modify the task to make your life easier?