Reflection: Qualitative Evaluations Summative Assessment: Chapters 1-8 - Section 2: Getting Down To Business

 

Before I started really reflecting on my teaching in this world of Common Core, I would have never considered an open-note assessment to be truly summative.  Yet, here I sit, explaining to you why this assessment is open note and summative and - most importantly - why I feel good about that.

This isn't about keeping your same old tests and letting students use their notes and books.  It's about revising your assessments to truly ask the students to do a standards-based task.  In this particular case, the original test asked students to simply match character names with their roles.  For example, students matched "Aunt Polly" to "Tom's caretaker."  No more.

Since students can use the book and their notes, they can easily find out who Aunt Polly is; however, they are going to have to choose what character trait represents her and then cite evidence from the story to prove it.  This is what Common Core shifts are all about.

So, when you are protesting the idea of open-note tests remember to ask yourself, Am I testing their ability to regurgitate information? or Am I testing their ability to think critically and use evidence to support that thinking? If your teacher soul can answer the second question in the affirmative, then you've got yourself a Common-Core aligned assessment!

  Open-Note, Open-Book Assessments
  Qualitative Evaluations: Open-Note, Open-Book Assessments
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Summative Assessment: Chapters 1-8

Unit 7: Starting The Adventures of Tom Sawyer
Lesson 13 of 13

Objective: SWBAT cite textual evidence on a summative assessment.

Big Idea: Time to show what you know!

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