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FINAL SUMMATIVE ASSESSMENTS. Samples from the territory. B ackground. Principals of Grade 7 – 12 schools across Nunavut were asked to submit samples of their teachers’ final s ummative a ssessments to Educator Development and Assessment Services
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FINAL SUMMATIVE ASSESSMENTS Samples from the territory
Background • Principals of Grade 7 – 12 schools across Nunavut were asked to submit samples of their teachers’ final summative assessments to Educator Development and Assessment Services • First call-out: September 2013 at Principals’ Meeting for all regions • Second call-out: March 2014 via email directly to Principals
Background • Kitikmeot: 3 out of 5 schools • Kivalliq: 1 out of 7 schools • Qikiqtani: 9 out of 15 schools • A total of 53 samples were submitted • ELA: 17 samples • Math: 15 samples • Science: 11 samples • Social Studies: 10 samples
General Notes and Recommendations • More samples would be required to produce a more comprehensive analysis of specific areas of strength and areas for improvement • The more samples ED&A Services can review, the more effective the professional development and aligned support we can give to school staff in the assessment of student achievement
General Notes and Recommendations We recommend that principals continue to forward samples of assessments to us until the end of the 2015 school year. We would like to see final summative assessments, projects or culminating tasks that were used in the FSA column on the Maplewood system. Please include any rubrics or marking schemes as well. Course assessments can be from the following Grade 7 – 12 courses: ELA, ILA, Math, and Science.
Specific Recommendations: Principal • Master copies of final summative assessments should be collected and stored at the conclusion of each course (semester or year) in a central electronic file and held for years • Principals should ensure that each assessment includes the course identification/code, assessment time, date,duration, and overall marking scheme on a cover sheet
Specific Recommendations: Principal • Principals must review teacher’s final summative assessments . Check for curriculum coverage, depth and variety of question types and thinking levels (Bloom’s Taxonomy) • Ensure that assessments are differentiated to reflect the correct curriculum for that particular course, especially when split grades or levels are in one class
Specific Recommendations: Teacher • During the planning stage, teachers should unpack the curriculum and determine the enduring learnings of each general outcome and strand. Teachers should not be omitting strands to meet time constraints or perceived student prior knowledge. These enduring learnings will be the focus of their instruction and assessment.
Specific Recommendations: Teacher • Teacher level: • Ensure students understand how they will be marked using a mark breakdown (per question or section) or a rubric. For assessment tasks, co-constructing success criteria with students is recommended • Include a variety of question types • Include a variety of levels of thinking (Bloom’s Taxonomy) to encourage more than just recall and memorization
Specific Recommendations: Teacher • Check for spelling, grammar, formatting of pages • Include a cover page with essential information: course code/name and level, teacher’s name, due date, date of examination, time and duration, important writing instructions (calculators are allowed or no electronic devices in the exam room) • Assessments should align with what was taught in class, long range plans, curriculum outcomes, and discussions • For each course taught, especially with split grades, ensure that each assessment is differentiated and aligns with the appropriate curriculum.
