Reflection: Performance Tasks Assessing with an In-Class Writing Assignment - Section 2: Getting Down to Business


I have to pat myself on the back for this one.  I feel like this assignment showcases exactly what the differences between Formative Assessment (Checks for Understanding) and Summative assessments (Performance Tasks) should look like.

The dialectical journal is a way for students to keep track of what they are reading about and to begin to think about its significance.  It is not, I repeat NOT, showing mastery of the standards beyond reading comprehension.  I feel very strongly that this type of assignment should be graded for completion and students should receive feedback from the teacher, but it shouldn't weigh heavily on a final grade.

The writing assignment, on the other hand, is a performance task, a summative assessment.  This is the assignment in which students show me that they can make a claim and support it with evidence.  A performance task should weigh more heavily on a grade than a check for understanding-type of assignment because it shows mastery of a standard.

  Formative vs Sumative Assessment
  Performance Tasks: Formative vs Sumative Assessment
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Assessing with an In-Class Writing Assignment

Unit 5: Independent Reading
Lesson 5 of 5

Objective: SWBAT cite textual evidence in a paragraph based on a self-selected biography or autobiography.

Big Idea: Why is it important for the world to know about this person?

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1 teacher likes this lesson
English / Language Arts, Writing, Reading, textual evidence, biography, autobiography, informational text
  55 minutes
reading and writing
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