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 a student's 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.
- 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?