Curriculum based summative assessment design

Part 1

Pre- assessment description

Before summative assessing of the learning on which the objective is to evaluate, what the students have learnt at the end of a unit is important to have a comprehensive description of pre –assessment. Pre- assessment or formative assessment is part of institutionalprocess. When used in classwork activities, it provides the necessary information to regulate teaching techniques and learning process.These adjustments focus to ensure the level of learning standards target among thestudents is achieved .Pre-assessment enables the teachers to understand the students’ thinking and learning capacity on the learning process. Teachers know when and how to utilize various types of assessments that appropriately meets the needs of students, and provide a consistence guideline during lesson planning and spacing(Wang, 2013).

The pre- assessment provided an elaborate platform of designing the summative assessment to ensure students at the end of the course understand the unit meant to be learn. It is important to allow students do practiceon the concepts they are learning .pre-assessment enable teachers to prepare the next steps during learning period, such as after the first week to prepare for the second week as the instruction nears the summative assessment. Interaction with the students and asking general questions to students on various learning methods that they prefer and understand most isthe startingpoint to gather information that is important to engage student in during learning process. Provide thestudents with the course outlines to update themselves of what is ahead and what they are supposed to cover within a given period. Eachstudents is expected to have the same level of standards regardless of their learning differences.      Toensure all the students achieve high standards the teacher employed research- based instruction ideas that enable increase the students understanding, and applying differentiation as a basis for all the students to achieve at high levels. This strategy prepare the students for learning process so that all of them can be in the same level in the summative learning stage. Involving the students in defining the expectations at the end of learning process is crucial because the students who know the learning goals and the method of achieving the target are likely to be successful. After the first two weeks of learning process introduce the classroom norms and culture for all students to participate in evaluating whether the criteria used in will achieve the target or not.Incorporating the students with the special needs in the teaching practice to ensure they are in the same level with the other students in the learning process. Application of a technology that is embrace and appropriate in facilitating effective and efficient learning process by all students such as use of projectors that are positioned in place where the all the students can see what is being taught(Radcliff,2007).

After the third week of teaching, it is important to evaluate whether the students have grasped what they are intended to understand through asking questions randomly in class or a simple continuous assessment and repeating to teach areas not understood by thestudents. Giving attention on areas not understood by the students is crucial to prepare the students for summative assessment by providing students with more elaborate information to increase their understanding. For example teaching on the unit such as ‘Environmental conservation.” The teacher has to ensure the students are equipped with knowledge about Environmental Conservation properly to prepare them for the summative assessment so that they can demonstrate what they have learn in the problems that needs to be solved successfully. Provide the students with classroom test on the areas covered and walk around the classroom and try to observe if each student is performing the task and give clarification where needed. Observation provides the teacher with primary evidence on the level of knowledge gained by the students in the areas taught. Use questioning strategies to have a rationale insight on the level and depth of understanding of the instruction learnt by students because questions asked in class provides an opportunity for students to think deeply and reflect whatever they have learn.Students who are able to reflect easily when involved in metacognitive thinking is an evidence of successful pre- assessment criteria. Establish an environment where studentssee their colleagues as resources for checking   in their quality work based on the established criteria to evaluate their understanding. To ensure the summative stage is successfully achieved keep the students classroom work records to provide the students with evidence about their learning progress to help them to evaluate whether they are progressing well from where they started or not and to give them understanding on what needs to be corrected. Balance the assessment by understanding individual students during participation in the learning process to make adjustments in instructions so that all students are in line to achieve the target established.

Part 2

Summative Assessment

Summative assessments focus to determine the appropriateness of instructional programs and services at the end of particular pre-determined academic period. The objective of summative assessment is to analyze the competency of students after instructional period is over. It is also important to evaluate the ability of each student on what they have understood in a specific period(Rudner & Schafer, 2002).

This summative assessment target to determine the understanding of students on Environmental Conservation and the grading level of the students is as follows:

Marking  Instructions and Range  Grade               
70%-100% the students answers the questions appropriately and precisely giving good examples. Where essay is required the student should demonstrate good understanding of the  topic  with clear  and wide examples A Distinction
60%-69% The student answers the questions with few examples and provides an essay that is long with good points and few not clearly stated. B pass
50%-59%The students answers the questions with no examples and the essay does not clearly show the required points.  C .Credit
40%-49%The students does not provide clear answers to the questions but they are close to points and shows some understanding of the topic. D. Fail
Below 40% The student don’t understand the questions and seems not to have understood anything during teaching process  E. Retake

Answer the following questions giving examples where necessary.

  1. Define environmental conservation
  2. Explain the importance of environmental conservation in the society giving appropriate examples

3.Environmental conservation is affected by both natural and artificial factors. Discuss

  1. Describe how the government is involved in Environmental conservation
  2. As a student with knowledge of conserving environment, discuss how your knowledge on environment conservation can assist in the community to maintain good environment
  3. Explain the elements of a good environment
  4. Discuss the negative impacts of environment that is poorly conserved to people in a country

The questions above determine the level of knowledge gained by student through the learning process period. The questions explores whether the students have acquired vast knowledge on the taught topic and the knowledge to relate the same knowledge on the current world to solve immediate problems. Student should appropriately check on the exactdetails of the task such as instructions of each question, structure of the question, the criteria of making the assessment, the expectations demonstrated during the pre-assessment process and other important instructions (Bransford& National Research Council, 2001).

Scoring is an important element in assessment that is achieved by use of computer, hands or combination of both. Assessment done online score usevarious criteria such as quantitative items, drag and drops multiple choice, fill in the space and other types of items that specified accurate answers. The teachers or other individual-scorers assess essays and performance assessment. The criteria of score assessment is based on the validity and reliability of the score assessment utilized. Reliability focus on the possibility of the scores and results to be the same in various populations used for testing. Validity on the other hand focus on how the assessment results are analyzed and applied. The objectives of the standardized testing be open and fair althoughthese objectives are almost incredible for a single test to fair for all students.

Rubrics and checklist are essential tools for effective summative assessment. They give an opportunity for the teacher to establish the criteria prior to assigning task to students, hence enabling all students to know what is expected. Rubric and checklist areimportant to enable teachers to ensure effective criteria is followed and adequate distinction on various degree of performance is made to easily assess the students work (Brookhart, 2013).

Part 3

Summative assessment Reflection


Students will describe their experience on the Environmental conservation

Students will identify the criteria to achieve friendly environment

Students will identify various features of good environment

Students will demonstrate good communication skills such as eye contact and creativity

Students will have chance for reflection by sharing among themselves




Students to establish aportfolio illustrating their benefit to the community on conserving Environment at the end of the unit.Show their plans on the experience gained in class and present the reflection to the class using effective communication skills.

Directions: Respond the questions below based on the summative assessment results

1. From the identified learning objectives for critical instructions, describe the achieved learning outcomes.
2.Reflect on the important elements of the instructions
a.       How efficient, was the assessment method employed during the learning process.
b.Describethe appropriateness of the instructional strategies applied
c.discuss briefly how the strategy used to accommodate students with special needs was important
3.Following the summative outcomes, answer the questions below

A.What is your observations on the work of each student?

B.What is your understanding on the effectiveness of instructional strategy employed based on the observations of each student’s work sample?

C.What is your next step on every student and why?

Focus student on




Special population



4.From the summative  assessment used, what adjustments could you make to students who did not achieve the learning goals?
5. What do you think of the students who go beyond the learning objectives?

Gauging and ranging the student’s mastering level is important concept for every successful teacher. Mastering refers to the degree of understanding certain concept clearly and remaining with the same concept in the mind. Teachers are able to choose the main ways to distinguish the materials and methods of delivering assessment to cater for advanced students and remedial. Forexample, theteacher can leave out one of the options in a multiple-choice exam to help remedial student complete the assessment successfully. In addition, a teacher can elaborate part of short answer by requesting advanced students to analyze the answers and give it inform of essay.

It is important to accommodate special population in the class and modify the teaching techniques without altering the expectations of the class. Understanding the relationship between accommodating and modifying the learning process by the teacher is important to enable provide the most appropriate placement for the special population. Students with difficulty in learning math can be included in the discussion group[s of students who understand mathematics easily, and the teacher should check regularly the progress of the student on the subject. Let the students with learning difficulties cover materials that are less complex first before introducing them to complex learning materials such as when learning languages such as English language. In addition, students with the problemsare accommodated in the learning process by introducing presentations where students listen to audiorecordings. Analysis of the information acquired from the summative assessment made is essential to teachers for using as them as reference of planning other summative assessments in future to achieve the intended objectives by correcting where necessary.







Wang, S. (2013).Technology integration and foundations for effective leadership.Hershey, Pa: IGI           Global (701 E. Chocolate Avenue, Hershey, Pennsylvania, 17033, USA.

Radcliff, C. J. (2007). A practical guide to information literacy assessment for academic librarians.         Westport, Conn: Libraries Unlimited.

Bransford, J. D., & National Research Council. (2001). How people learn: Brain, mind, experience, and school. Washington, DC: National Acad. Press.

Rudner, L. M., & Schafer, W. D. (2002).What teachers need to know about assessment. Washington, DC:             National Education Association

Brookhart, S. M., & Association for Supervision and Curriculum Development.(2013). How to create and           use rubrics for formative assessment and grading.


Leave a Reply

Fill in your details below or click an icon to log in: Logo

You are commenting using your account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s

%d bloggers like this: