Flexible Timing for Summative Assessment

A teacher at McNally High School in Edmonton allows for flexibility in the timing of summative assessment in the classroom.



  • Not all students are ready for summative assessment at the same time.
  • When summative assessment results are inconsistent or surprising, the teacher uses conversations and observations to mediate judgments made about student performance.
  • Teachers have the responsibility to exercise informed professional judgment in regard to their classroom assessment practices.
  • Resources

  • What are the potential drawbacks to a flexible timing approach for summative assessment? How might these be overcome in order to realize the benefits to student learning?