Summative assessment an example

Project for CIADER session 3

1. CIADER: summative assessment: my experience and observationsG
Out of the four major functions of summative assessment I chose to “check up” my TTC
students’ performance by specially devising a task (the publication of a newsletter for
teenagers on binge drinking) which would serve “the purpose of recording their
performance at a particular time”, i.e. at the end of the 3-week project on “Teens’
healthy/unhealthy habits”.
I conduct a “Creativity in FLL” workshop at a TT College in BA and I apply the CLIL
methodology. It is a hands-on workshop which aims at providing English teacher trainees
with the opportunity of developing creative skills (in the oral and written mode). By the
end of the three weeks they were expected to submit a newsletter consisting of articles,
interviews, surveys, etc. which would address one of the main concerns parents and
schools have at present (teenagers’ binge drinking).
What they had to develop:
- Language skills: the students were expected to write clear, well-structured
expositions of complex subjects, underlining the relevant salient issues. They were
expected to expand and support their points of view at some length with
subsidiary points, reasons and relevant examples. (C1 – CEFR)
- Article writing skills: students were expected to: (Curriculum Council, 2005)

o Demonstrate increasing sophistication, complexity, variety and control
when conveying meaning with written texts.
o Write a newspaper article that could give a detailed account of a topic
o Select details to develop and experiment with creating a strong impression
o Choose events and details that support the slant taken in the newsletter
article.
o Develop an introductory paragraph that would capture the attention of
readers
o Consider the reader’s knowledge of the subject and provide some details
and background information
o Recognize and use the conventions and features typical of the text format
o Select vocabulary for precise meaning
o Recognize meaningful divisions between sections of text and set these out
as paragraphs
o Express ideas clearly in well-structured sentences
o Use most common punctuation marks and experiment with others
o Ensure there is a flow in the sequence of ideas and events described by
using paragraphs and transitional markers
o Use suitable heading, sub-headings, text divisions
o Select synonyms to enhance writing

2. - Newsletter design: the students were expected to:
o Balance text with visual evidence
o Use logo with name
o Include three columns
o Ensure font and size of text are easy to read
o Use two or more graphics per page, appropriately placed with captions as
needed
What they were going to be tested on: their ability to write expository texts at C1 level
respecting the guidelines for newsletter design and applying the Microsoft Publisher
software. (See Apendix: analytic scale for assessing newsletter design, checklist for self-
assessment of article writing, holistic (1-5) scale for self-assessment of written language
use)
During the 3-week project dealt with the different aspects of newsletter writing within a
CLIL methodology (Coyle, 2007):
- Content: students carried out research on binge drinking. Useful sites were visited,
video clips were watched. Blog discussion took place initiated by the teacher and
followed by students (http://cwsagradocorazon.blogspot.com/2010/06/healthy-
living-part-1.html#links) . Oral presentations by students in which they shared
what they have learnt about the topic and what they would like to include in the
newsletter
- Communication: students engaged in article writing awareness raising activities
and in practice activities.
(http://www.onestopenglish.com/section.asp?docid=147736). Class discussion and
discussion of success criteria when assessing article writing: see checklist in
Apendix.
- Cognition: development of reasoning and critical thinking skills: class discussion
following up video clips watching. (see blog for suggested video clips). Learning
skills: self and peer assessment promote autonomous learning. Development of
creative thinking (essential element in effective planning)
- Culture/ Community:
o Within the classroom
 students work in groups: they feel that being members of a learning
community is enriching (see Gisela’s comment in her reflective
journal: Collaborative work at http://creativityworkshop-
gisela.blogspot.com/)
 students have the self-confidence and skills to work within a group,
balancing personal interests and those of others

3. o Beyond the classroom
 Students become acquainted with ways other cultures/countries,
etc deal with the issues which concern teenagers, their parents and
teachers.
Before the end of each lesson we discussed how what we dealt with in class would
enhance the newsletter they were in the process of writing. We discussed the assessment
criteria as well (See Appendix)
The publication was presented and advertised in the last lesson. Assessment rubrics and
checklists were used for self-assessment purposes. Finally I provided feedback to the
group as a whole (the design and publication of the newsletter) and to each student
individually (applying the rubrics, scales and checklists in Appendix). Students were
expected to reflect upon what they had learned and what they hadn’t learned yet.
A final word:
I would like to share that in the last three weeks of the term in the TTC where I conduct a
language workshop, I have used one type of summative assessment: the design, writing
and publication of a newsletter to look at what my students have learned. With the help
of assessment rubric, scales, checklist, my students were able to self-assess their process
and product, which allowed them to be confident in what they were doing.
During the 3-week project we had the opportunity of constructing very useful knowledge
in different areas: content, communication, cognition and culture. We also had the chance
of going over the success criteria and even co-designing one of the grading scales
(newsletter design rubric). Both the possibility of constructing knowledge in class and with
the help of our blog (discussion blog and reflective journal blog) and of discussing the
success criteria resulted in making students fully responsible of their learning to the extent
that when the time came for marking their performance there was absolutely no doubt.
To take a look at the newsletter designed by Gisella, Verónica and Gabriela, go to Into
Teen’s World

4. References
 Council of Europe (2001) Common European Framework of Reference for
Languages: Learning, teaching and assessment. Cambridge: CUP.
 Coyle D. (2007) Content and Language Integrated Learning: Towards a connected
research agenda for CLIL pedagogies. In Coyle D. & Baetens Beardsmore H. (eds.)
Research on Content and Language Integrated Learning (CLIL). The International
Journal of Bilingual Education and Bilingualism. Vol. 10, Nº 5, pp. 543 – 562.
 Curriculum Council (2005) Outcomes and Standards Framework – English,
Department of Education and Training, Western Australia.
 Fisher R. (1995) Teaching Children to Think. Cheltenham: STP.

5. Newsletter assessment
Choose the corresponding descriptor for each of the eight criteria
1 2 3
LAYOUT Newsletter lacks
balance between text
and images
Attempts to balance
use of graphics with
text
Layout of graphics
and text is balanced
with visual evidence
of more planning and
organization
BANNER No logo. Name of
newsletter not
distinguishes from the
rest of the text in size
Title of newsletter in
largest print on page;
no logo
Use of logo with name
of newsletter in largest
size text on page
FORMATTING One column Two columns Three columns: more
planning and
organization evident
FONT & SIZE Font is too fancy and
too small to read
comfortably
Font and size of text
are simple and easy to
read
Font and size of text
are easy to read and
encourages the viewer
to read on
GRAPHICS Uses text only, no
graphics or graphics
overdone, no captions
for photos
Uses one graphic per
page with caption as
appropriate
Uses two or more
graphics per page,
appropriately placed,
with captions as
needed.
TASK
COMPLETION
Newsletter is missing
more than one article
requirement
Newsletter has one
article not meet the
requirements
Newsletter has
minimum
requirements for all
articles
SCIENTIFIC
BACKGROUND
More than one article
does not meet the
requirements for
scientific background
One article does not
accurately explain the
scientific background
Lead articles contain
sufficient explanation
of the scientific
background
FACT ACCURACY More than one article
contains inaccurate
facts in its explanation
One article contains
inaccurate facts in its
explanation
Facts in articles used
to explain background
or issues are
accurately reported

6. Article writing assessment
Answer Yes/No. Account for your answer referring to your articles

 Does your article give a detailed account of a certain topic?
Yes/ No ……………………………………………………………………..
 Have you selected details to develop and experiment with creating a strong
impression?
Yes/ No …………………………………………………………………….
 Have you chose events and details that support the slant taken in the newsletter?
Yes/ No ……………………………………………………………………..
 Does the introductory paragraph capture the attention of readers?
Yes/ No ……………………………………………………………………..
 Have you considered the reader’s knowledge of the subject and provided some
details and background information?
Yes/ No ……………………………………………………………………..
 Do you recognize and use the conventions and features typical of the newsletter text
form?
Yes/ No ……………………………………………………………………..
 Have you selected vocabulary for precise meaning?
Yes/ No …………………………………………………… ………………..
 Have you recognized meaningful divisions between sections of text and have you
set these out as paragraphs?
Yes/ No ……………………………………………………………………..
 Have you expressed ideas clearly in well-structured sentences?
Yes/ No ……………………………………………………………………..
 Have you used most of the common punctuation marks and experimented with
others (e.g. dashes, colons, etc.)?
Yes/ No ……………………………………………………………………..
 Have you ensured there is a flow in the sequence of ideas and events described by
using paragraphs and transitional markers?
Yes/ No ……………………………………………………………………..
 Have you used suitable headings, sub-headings, text divisions, etc.?
Yes/ No ……………………………………………………………………..
 Have you selected synonyms to enhance writing?
Yes/ No ……………………………………………………………………..

7. Qualitative aspects of written language use
Mark with a cross the level you consider most suitable (1 – poor; 5 – outstanding)
- I can write clear, well-structured texts of complex subjects, underlining the relevant
salient issues, expanding and supporting points of view at some length with
subsidiary points, reasons and relevant examples and rounding off with an
appropriate conclusion.

1 2 3 4 5


- I can write clear, well-structured expositions of complex subjects, underlining the
relevant salient issues

1 2 3 4 5


- I can expand and support points of view at some length with subsidiary points,
reasons and relevant examples.

1 2 3 4 5


Project: Healthy teenagers
Duration: 3 weeks
Final tasks:
1. Newsletter for teenagers about the effects and risks of binge drinking
2. Radio programme for teenagers about eating disorders
3. Facebook posting for teenagers about …. Sex.
The assessment consisted in their producing the newsletter (article writing and newsletter
format), the radio programme (oral skills) and posting on the web.

Summative decisions relate to passing or failing students on the basis of their progress or
achievement, or certifying them based on their level of ability.
Summative decisions are made after the processes of teaching and learning.