AS4ODFL/Feedback, collaboration and assessment/Consider integrated summative assessment

We have challenged you to consider that there isn’t always a clear split between formative and summative assessment. For example, a test at the end of a section may be used for marks (summative) but the lecturer may also analyse it to identify which gaps and misconceptions need to be addressed in her future teaching (formative).

The formative assessment activities you have built into your design can form an important part of an integrated summative assessment strategy. Rather than a single exam, consider an assessment strategy that consists of a set of activities that lead up to a final product. Each activity builds on the previous one. Each time, the student improves based on feedback from other students and yourself.

The University of Minnesota offers some ideas for thinking about alternative assessment strategies that might suit your context.

In the final activity of this course, explore for yourself how you can design an integrated activity or series of activities, that supports your students to learn through integrated summative assessment.

Self-assessment
BEFORE you submit your Integrated Activity, review it by conducting a traffic light self-assessment.


 * 1) Ask a colleague to read your work, and give you feedback, based on the same criteria as the traffic light self-assessment. Give feedback to your colleague as well if they are willing. This will it a more collaborative assessment.
 * 2) Edit and refine your work, based on your self-assessment and on your colleague's feedback.
 * 3) When you are satisfied with what you have done, submit it for your final badge.