Summative Assessment Lesson Planning

Universal Design for Learning

Summative Assessment
Summative assessment is a process that concerns final evaluation to ask if the project or program met its goals. Typically the summative evaluation concentrates on learner outcomes rather than only the program of instruction. It is a means to determine a students mastery and understanding of information, skills, concepts, or processes.

Summative assessments occur at the end of a formal learning/instructional experience, either a class or a program and may include a variety of activities, e.g., tests, demonstrations, portfolios, internships, clinicals, and capstone projects.

Often the Autopsy

--Summative Assessment
Should reflect formative assessments that precede it. Should match material taught. May determine students exit achievement. May be tied to a final decision, grade or report. Should align with instructional/curricular outcomes. May be a form of alternative assessment.

UDL Summative Assessments

Multiple means of Representation
Content: The what of learning

Multiple means of Expression

Product: The how of learning

Multiple means of Engagement

Process: The why of learning

An ELA Example Frankenstein

Essential Questions: What issues are involved in creating, lengthening, and bettering life? What role does technology play in sustaining human life? What is technologys role in society? What are the trade-offs for technological advances? What role will I play in future technology? Question it, consume it, or help to create it?

Embracing Technology
Big Ideas mystery, horror supernatural role of technology genetic engineering cloning unintended consequences appreciating human life Themes Technology has the potential to enhance and extend human life. Mans fascination with creation is reflected in fact and fiction. Scientific exploration has the potential to improve human life. Altering human traits has unexplored consequences.

Show What You Know! Multimedia Presentation The Role of Technology in Society Now, it is time to show what you know! You will create one of the following: A brochure A poster display A web page A multi-media presentation (i.e. Power Point etc.)

Product

Content

Present to the class and school community to demonstrate what you have learned and gained from the texts studied in this unit. You will be using your selected article/topic from the Hyde Park Activity. Below is a suggested format to follow as you create your final project. Check with your teacher before you begin to make sure you are headed in the right direction. Keep in mind the Essential Questions: What issues are involved in creating, lengthening, and bettering life? What is technologys role in society? What are the trade-offs for technological advances? What role will I play in future technology? Question it, consume it, or help to create it? What role does technology play in sustaining human life? Section One: What, Where, How, and Why? You should try to answer the following questions in this section: What is your issue? (Clearly state and describe your issue/topic) In your opinion, is it positive or negative? Explain why you feel this way. Section Two: Effects on Peoples Lives You should describe how this technology affects the lives of people living in the communities in which these technologies are present. Use the information that you read in your article, research, and media clips. If you know someone who has experienced technological advance, you may include an interview with him or her. Think about: What are the trade-offs for this particular technological advance? Section Three: Conclusion You should include a brief section summarizing all the information you have learned and any final thoughts. Questions to think about include: What role will I play in future technology? What role does technology play in sustaining human life?

Process

Evaluate using Rubrics

Excellent - 4 Subject Knowledge Big Ideas/ Essential Questions Citing Sources Organization Subject knowledge is evident throughout the project. All information is clear, appropriate, and correct. Good - 3 Subject knowledge is evident in much of the project. Most information is clear, appropriate, and correct. Most sources are properly cited. The sequence of information is logical. Menus and paths to most information are clear and direct. The project shows some evidence of originality and inventiveness. Satisfactory - 2 Some subject knowledge is evident. Some Information is confusing, incorrect, or flawed. Needs Improvement - 1 Subject knowledge is not evident. Information is confusing, incorrect, or flawed.

All sources are properly cited. The sequence of information is logical and intuitive. Menus and paths to all information are clear and direct. The project shows significant evidence of originality and inventiveness. The majority of the content and many of the ideas are fresh, original, and inventive.

Few sources are properly cited. The sequence of information is somewhat logical. Menus and paths are confusing and flawed. The work is an extensive collection and rehash of other people's ideas, products, and images. There is little evidence of new thought or inventiveness. Project runs minimally. There are many technical problems when viewing the project.

No sources are properly cited. The sequence of information is not logical. Menus and paths to information are not evident. The work is a minimal collection or rehash of other people's ideas, products, and images. There is no evidence of new thought. Project does not run satisfactorily. There are too many technical problems to view the project.

Originality

Technical

Project runs perfectly with no Project runs adequately technical problems. For with minor technical example, there are no error problems. messages, all sound, video, or other files are found.

Resources
Digital Storytelling Links
http://www.protopage.com/wozniakc#UDL/Digital _Storytelling

Jing
http://www.jingproject.com/