During my PSII experience I did one summative assessment in the form of a test in my Measurement Math unit, as well as two summative assessments in my poetry Language Arts Unit.
Grade 2 Measurement Summative Assessment and Measurement Review Sheet
Prior to giving this summative assessment I ensured my students were comprehending and understanding the different outcomes of the measurement unit in the Program of Study. Throughout this unit we did a lot of group work and work in centres, as well as individual work. All three work styles allowed me to formatively assess where students were and make the decision of if we were ready to move on or not. I also went through my TA's prior math tests and used similar language and wording of questions. This was one method which allowed me to feel confident I was not creating a test that would be sneaky or confusing to students. Prior to giving this summative assessment we did 4 math centres which were very hands-on. These centres allowed students to explore measurement and focus on their possible problem areas, while also completing a worksheet for me as a way of formative assessment. On our measurement review I purposely put questions that were worded similarly to questions on their test--eg. order these measurements in order from least to greatest-- in order to give them a chance to practice this skill and give them an extra boost of confidence on the test.
Language Arts Poetry Project Summative Assessment
During my 6 weeks at Fleetwood Bawden Elementary School I worked with my students on a poetry unit. We explored different types of poetry, such as: haikus, limericks, diamonte poetry, concrete poetry, free-verse, and acrostic. Each students wrote at least one original poem of each style. These poems were compiled into their poetry portfolio, they read aloud at our class poetry cafe, which also served as their final summative project. Students were given the opportunity to invite their family members and we also invited numerous teachers as well as the admin team to our poetry cafe. Below is the rubric and student self-assessment I used to assess students poetry portfolios prior to their poetry cafe. We also had weekly sharing circles in Language Arts which gave students the opportunity to share their poetry with the class. I chose to not summatively assess students speaking at the poetry cafe, and instead focused on formative assessment during listening to students read their poetry in class.