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Rayshawn Elijah–Amon Carr

June 5, 2012

AEDT 563

Assignment #4 B: Lesson Documentation

Overview

Instructor name Rayshawn Elijah-Amon Carr

Title of lesson Have You Seen This Summative Assessment? Recognizing the Good, Bad, and the Ugly

of the Summative Assessment Process

Length of lesson 25 minutes

Intended audience Three graduate students currently enrolled in the AEDT 563 course

Equipment needed Computer for Power Point

Materials and supplies needed Pencils, two differently colored display boards, strips of paper, envelopes, two standard

sheets of papered labeled advantage and disadvantage,

Other notes that help “set stage” for lesson

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Skills to Effectively& Efficiently Apply Summative Assessment: Lesson Documentation

Instructor Name: Rayshawn Elijah-Amon

Carr

Date of Lesson: June 5,

2012

Number of

Participants: 3

Course Name: Have You Seen This Summative

Assessment? Recognizing the Good, Bad, and the

Ugly of the Summative Assessment Process

Start Time: 8:15pm End Time: 8:40pm Room/Building:

ADMIN 306

Minute Allocations Framework for Documentation

I. Introduction Instructor: Hello everyone, welcome to the Have You Seen This Summative Assessment? Recognizing the

Good, Bad, and the Ugly of the Summative Assessment Process section.

My name is Elijah Carr and I will be your instructor today. I would like to start to off by going over the goals and

objectives of the lesson plan, which can be found in section one of your provided handout.

For instructor only; do not read this information aloud: Start the process of going over the Goals & Objectives

with the class (see Appendix A for Handout).

Goals

At the conclusion of this peer teaching session you will be able to recognize and utilize essential

Summative Assessment vocabulary.

The purpose of this lesson plan is to demonstrate how to create and implement a Summative Assessment.

Students will learn what the process of summative assessment entails, why it is useful, and how to

appropriately run one. In addition, they will understand how the Summative Assessment process is

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successful at gauging learning.

Objectives

TSWBAT: Recognize potential advantages and disadvantages associated with the Summative Assessment

process.

TSWBAT Distinguish between types of Summative Assessments.

TSWBAT: Articulate and demonstrate a clear definition of Summative Assessment.

Instructor Asks: Does anyone have any questions about the goals or objectives? Ok, let’s get started.

II. Engage students in the learning process

For instructor only; do not read this information aloud: As you present content to the class, refer students to the

projected Power Point as a visual guide. Inform them that you have made available a digital copy (either via

email or through an online class server such as ANGEL) or provide a hardcopy of the Power Point during the

lesson. This lesson guide can be found in Appendix (B). All of the information will correspond to the Power

Point used during the lesson.

Instructor opens a discussion with the questions:

Section Two

Activity One: Recognizing the Good, Bad, and the Ugly of Summative Assessment

Instructor poses the question: In the Summative Assessment process, there are potential advantages, as well as

disadvantages. Are you able to differentiate between the two?

Instructor shares: I would like to Draw your attention to the Summative Assessment display board. Attached to

the front of your handout is an envelope with information inside. You will be given four minutes as a group to

read the information on the strips of paper and determine whether the information about Summative Assessment

is a potential advantage or disadvantage. You will then place each strip of paper on the proper display board

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labeled Summative Assessment advantage or disadvantage.

For instructor only; do not read this information aloud: (See Appendix (C) for images that gives a visual of this

Summative Assessment Activity, and Appendix D for the Chart displaying the results regarding the questions

possed to the learners.) After the activity has been completed, share the results of Park University’s advantages

and disadvantages of Summative Assessment Mandernach, B. J. (2003).

(Give the learners a minute to reflect on their responses, then make the transition to posing the below discussion

questions.

Group Discussion:

What are your feelings after completing this activity?

Were you surprised by the answers to the potential advantages and disadvantages of Summative Assessment?

For instructor only; do not read this information aloud: (Give the learners a minute to reflect on their responses,

and then make the transition to Activity Two.

Activity Two: Summative Assessment Defined by Tom Directions:

Listen to Tom’s detailed definition of Summative Assessment.

With Tom’s shared knowledge on the back of your handout, work individually for two-minutes to

formulate your own definition of Summative Assessment from the information shared.

Please feel free to come to the front of the class and share your definition with the entire class.

For instructor only; do not read this information aloud: (retrieve Tom’s YouTube link at: http://youtu.be/cf3A-

iyV7Fc Below is the information that Tom is sharing about 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 student’s mastery and understanding of information, skills, concepts, or processes.

Summative assessments occur at the end of a formal learning/instructional experience” According to Fox Valley

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Technical College, 2007, para 1)

For instructor only; do not read this information aloud: Make transitions to the group discussion questions

Group Discussion Two

I would like to invite anyone to come to the front of the class to share their definition on Summative

Assessment.

How has your knowledge of the Summative Assessment increased as a result of Activity Two?

For instructor only; do not read this information aloud: Transition the next section of the lesson plan.

Activity Three: Summative Assessment Crossword Puzzle

Instructor poses the question: Are you able to recognize the types of Summative Assessments?

Instructor shares: Summative Assessments should be selected, developed, and used on the basis of their ability

to assess the mastery of the program outcomes and core abilities, and learning that occurred in both General

Education and support courses related to the program (Fox Valley Technical College, 2007, para 3).

For instructor only; do not read this information aloud: Read the types of Summative Assessment (See Appendix

G or PP slide for )

Clinical • Off-campus, occupationally related experience that requires demonstration of skills and knowledge

under the supervision of both an on-site clinician and an FVTC instructor (Fox Valley Technical College, 2007).

Portfolio • Collection of artifacts that shows skill development over a period of time (the duration of the

program) (Fox Valley Technical College, 2007).

Internship • Opportunity to work in an occupationally related work setting under the direction of a supervisor

from the occupation (Fox Valley Technical College, 2007)

Summative Testing • Mid-term and final examinations (traditional and/or performance based) that are used to

evaluate performance at the conclusion of a course or program (Fox Valley Technical College, 2007).

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Capstone Project • A concluding project that verifies the knowledge and skills learned

in a program (Fox Valley Technical College, 2007).

Licensure/Certification • A process through which a license or certification is earned based

upon meeting standardized criteria and/or passing an examination, usually nationally or regionally normed (Fox

Valley Technical College, 2007).

Demonstration • A performance-based display of skills and knowledge learned

throughout the course and/or program (Fox Valley Technical College, 2007).

For instructor only; do not read this information aloud: (See Appendix (E) for Crossword Puzzle) Start the

process of reading the directions for the activity.

Instructor Shares:

In the sea of letters presented in this section for of your handout, you will have two minutes to locate the

seven types of Summative Assessments discussed in the PowerPoint.

Afterwards, you will report out to the group the types of Summative Assessment you were able to locate

and recall.

Note: There maybe words in the sea of letters that try to throw you off. The person who is able to find the most

words in two minutes will be the Summative Assessment Crossword Puzzle Champion.

For instructor only; do not read this information aloud: Make transitions to the group discussion question

Group Discussion:

What are your feelings about the information that you were asked to recall regarding the types of

Summative Assessments. Was the recalling process difficult or easy, and why?

Instructor Note: Give the students time to share.

Summary and closing of the Have You Seen This Summative Assessment? Recognizing the Good, Bad, and the

Ugly of the Summative Assessment Process

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Instructor States: I would like to conclude by inviting to reflect on how your knowledge on Summative

Assessment has increased. Within this Have You Seen This Summative Assessment? Recognizing the Good,

Bad, and the Ugly of the Summative Assessment Process Plan I have made explicit:

Recognition of potential advantages and disadvantages associated with the Summative Assessment

process.

Distinguish between types of Summative Assessments.

Articulate and demonstrate your ability to clearly define Summative Assessment.

With your enhanced knowledge of Summative Assessment you can: cultivate receptive learning; articulate and

pose questions; and welcome an open group dialogue with educators or peers regarding why testing on

cumulative subject matter at the conclusion of a term or course is beneficial.

Thank you for your time! I would like to use a CAT One Minute Paper, which will allow me to gauge how

thoroughly you grasped and utilize essential Summative Assessment vocabulary and demonstrate how to create

and implement a Summative Assessment. By sharing your comments and feedback, you will enable me to clarify

any murky areas in my presentation; I can make appropriate modifications for future lessons using your insights.

The Minute Paper can be found in Section Five of the handout.

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Learning Support

Have You Seen This Summative Assessment? Recognizing the Good, Bad, and the Ugly of the Summative Assessment Process (see

Appendix A for Handout)

(Electronic/ Hardcopy of the Power Point to be used as a lesson guide found in Appendix B).

All of the information will correspond with the Power Point used in class.

UDL Item/Activity How it applies to UDL Kolb’s Theory of Experiential Learning

(1984)

Activity One: Recognizing the Good,

Bad, and the Ugly of Summative

Assessment

UDL Multiple means of engagement (2012); I am

guiding the student through a self-assessment

process on what on knowledge they have on

Summative Assessment. This is a method to

recognize his or her areas of strength As cited in

Hughes, Slide 34).

This objective is an example of Kolb’s

theory on the Process of Experiential

Learning (1984) first and second cycle of

Concrete Experience and Reflective

Observation. The activity allows the

learner to create a foundation for learning

about Summative Assessment by gauging

collective and self-knowledge on the topic.

Also, within the gauging process, the

Learner is able to reflect and react to his or

her experience with the subject (As cited in

Hughes, Slide 11).

Activity Two: Summative Assessment

Defined by Tom Directions:

UDL Multiple means of engagement (2012); This

activity demonstrates the UDL and the Learning

Recognition network Strategic network (2012), and

Affective network (2012) because I am supporting

the student in recognizing information about

Summative Assessment, able to apply the

information learned by creating their own

definition, and lastly be engaged by sharing their

This objective allows the learner to

complete Kolb’s Learning Model (1984),

as the learner experiences, first hand,

active learning. The learner is able to

perform Kolb’s Reflective Observation

(1984), which enables him or her react to

his or her increase in knowledge; the

learner observes the knowledge they were

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new found information with their peers in a group

setting.

This supports the learner in the identification and

interpretation of the information presented. (As

cited in Hughes, Slide 22-27).

able to recall (As cited in Hughes, slide

11). The learner performs Kolb’s Abstract

Conceptualization (1984) when he or she

compares and contrasts prior to current

knowledge. This enables the learner to

realize sense of the new-found knowledge

Lastly, the learner enters Kolb’s Active

Experimentation (1984) phase where the

learner is invited share their definition of

Summative Assessment with the class (As

cited in Hughes, Slide 11).

Activity Three: Summative Assessment

Crossword Puzzle

Multiple Means of Expression (2012). I am

providing the learner with alternatives in recalling

what he or she knows ;( As cited in Hughes, Slide

This objective is an example of Kolb’s

Abstract Conceptualization (1984); the

learners are in the process of scaffold from

what’s known about Summative

Assessment in order to experience and

formulate theory to make sense of the new

knowledge (As cited in Hughes, Slide 11).

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Appendix A

Lesson Plan Handout

Rayshawn Elijah–Amon Carr

May 22, 2012

AEDT 563

Assignment #4: Lesson Documentation

Section One:

Have You Seen This Summative Assessment? Recognizing the Good, Bad, and the Ugly of the Summative Assessment Process

Lesson Plan Goals:

o At the conclusion of this peer teaching session you will be able to recognize and utilize essential Summative Assessment

vocabulary.

o The purpose of this lesson plan is to demonstrate how to create and implement a Summative Assessment. Students will learn

what the process of summative assessment entails, why it is useful, and how to appropriately run one. In addition, they will

understand how the Summative Assessment process is successful at gauging learning.

Objectives Connection to Kolb’s Theory of Experiential Learning

TSWBAT:

Recognize

potential

advantages and

disadvantages

associated with

the Summative

Assessment

process.

This objective is an example of Kolb’s theory on the Process of Experiential Learning (1984) first and second cycle

of Concrete Experience and Reflective Observation. The activity allows the learner to create a foundation for

learning about Summative Assessment by gauging collective and self-knowledge on the topic. Also, within the

gauging process, the Learner is able to reflect and react to his or her experience with the subject (As cited in Hughes,

Slide 11).

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TSWBAT Assess

preceding

knowledge of

Summative

Assessment.

This objective is an example of Kolb’s theory on the Process of Experiential Learning (1984) first and second cycle

of Concrete Experience and Reflective Observation. The activity allows the learner to create a foundation for

learning about Summative Assessment by gauging collective and self-knowledge on the topic. Also, within the

gauging process, the Learner is able to reflect and react to his or her experience with the subject (As cited in Hughes,

Slide 11).

TSWBAT

Distinguish

between types of

Summative

Assessments.

This objective is an example of Kolb’s Abstract Conceptualization (1984); the learners are in the process of scaffold

from what’s known about Summative Assessment in order to experience and formulate theory to make sense of the

new knowledge (As cited in Hughes, Slide 11).

TSWBAT:

Articulate and

demonstrate a

clear definition of

Summative

Assessment.

This objective allows the learner to complete Kolb’s Learning Model (1984), as the learner experiences, first hand,

active learning. The learner is able to perform Kolb’s Reflective Observation (1984), which enables him or her react

to his or her increase in knowledge; the learner observes the increased number of Post-its on the display board (As

cited in Hughes, slide 11). The learner performs Kolb’s Abstract Conceptualization (1984) when he or she compares

and contrasts prior to current knowledge. This enables the learner to realize sense of the new-found knowledge at the

end of the lesson plan. Lastly, the learner enters Kolb’s Active Experimentation (1984) phase where the learner is

invited to teach through sharing one key point about the topic of instruction (As cited in Hughes, Slide 11).

Directions: Draw your attention to the Summative Assessment display board. Attached to the

Section Two

Activity One: Recognizing the Good, Bad, and the Ugly of Summative Assessment

Instructor shares: In the Summative Assessment process, there are potential advantages, as well as disadvantages. Are you able to

differentiate between the two?

front of your handout is an envelope with information inside. You will be given four minutes as a group to read the information on the

strips of paper and determine whether the information about Summative Assessment is a potential advantage or disadvantage. You

will then place each strip of paper on the proper display board labeled Summative Assessment advantage or disadvantage.

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Group Discussion:

What are your feelings after completing this activity?

Were you surprised by the answers to the potential advantages and disadvantages of Summative Assessment?

Section Three

Activity Two: Summative Assessment Defined by Tom Directions:

o Listen to Tom’s detailed definition of Summative Assessment.

o With Tom’s shared knowledge on the back of your handout, work individually for two-minutes to formulate your own

definition of Summative Assessment from the information shared.

o Share your definition with the entire class.

Group Discussion:

o How has your knowledge of the Summative Assessment increased as a result of Activity Two?

Section Four

Activity Three: Summative Assessment Crossword Puzzle

Instructor poses the question: Are you able to recognize the types of Summative Assessments?

Directions: Directions

o In the sea of letters presented in this section for of your handout, you will have two minutes to locate the seven types of

Summative Assessments discussed in the PowerPoint.

o Afterwards, you will report out to the group the types of Summative Assessment you were able to locate and recall.

Note: There maybe words in the sea of letters that try to throw you off. The person who is able to find the most words in two minutes

will be the Summative Assessment Crossword Puzzle Champion.

Group Discussion:

What are your feelings about the information that you were asked to recall regarding the types of Summative Assessments.

Was the recalling process difficult or easy, and why?

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Section Five

Classroom Assessment Techniques (CAT)

The One Minute Paper (CAT)

1. What information did you find the most helpful?

2. What information did you find the least helpful?

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Appendix B

Have You Seen This Summative Assessment? Recognizing the Good, Bad, and the Ugly of the Summative Assessment Process

PowerPoint

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Appendix C

Recognizing the Good, Bad, and the Ugly of Summative Assessment Display Boards

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Appendix D

Advantages and Disadvantages of Summative Assessment

Clinical Off-campus, occupationally related experience that requires

demonstration of skills and knowledge under the supervision of both an on-site clinician and an FVTC

instructor.

Portfolio Collection of artifacts that shows skill development over a period of

time (the duration of the program).

Internship Opportunity to work in an occupationally related work setting under the direction of a supervisor

from the occupation.

Summative

Testing

Mid-term and final examinations (traditional and/or performance

based) that are used to evaluate performance at the conclusion of a

course or program.

Capstone

Project

A concluding project that verifies the knowledge and skills learned

in a program.

Licensure/

Certification

A process through which a license or certification is earned based

upon meeting standardized criteria and/or passing an examination,

usually nationally or regionally normed.

Demonstration A performance-based display of skills and knowledge learned

throughout the course and/or program.

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Appendix E

Summative Assessment Crossword Puzzle

S U M M A T I V E W R O N G A A C

A B J I R F J K P L D Q O P F E E

L I C E N S U R E H G D K D R F R

W B S D I D J I Z D H O I T Y H T

F O J C A P S T O N E J F M Y K I

Q V F L O K A A H D T Y H J O M F

C B Z I P W T L. I F P L G G L L I

A D Q N P K C A Y K R A B J S J C

V U F I S D I T H T O G U G A O A

B F K C P O F R O E J H N F G A T

G N O A O R X E H S E G Z K Z M I

B O B L U V A S D T C G U H K L O

J M I F H G L S N I T E W R J Q N

T C Q L V R Y I O N G P F J T I G

O T G K O L F C P G V I Z L J L G

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Y D Z W H F F U Y M R K M U K G Y

U C B S R V T P B D K E B Y N U D

A D X D H S V R G K T S M R R F O

F E J L K A J L J O J I B Q N H L

I N T E R N S H I P I G E U B I M

C D D E M O N S T R A T I O N H G

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References

Mandernach, B. J. (2003). Faculty resources quick tips. Retrieved 05/21/2012, from:

http://www.park.edu/cetl/quicktips/summative.html

Fox Valley Technical College (2007). Summative assessment definitions of types. Retrieved from:

Retrieved 05/21/2012, from http://its.fvtc.edu/assessment/assessment.htm