A teacher at McNally High School in Edmonton describes a number of summative assessment practices he uses that reflect his commitment to fair and equitable assessment of student performance.
- Rigid grading structures and weightings can work against success for many students.
- Students have a responsibility to prepare for any 'second chance' opportunities they receive.
- The teacher expressed his belief that "it's never over until it's over." What processes might be put in place to ensure that students do not take advantage of this level of flexibility?
- How can the use of professional judgment in giving students the "benefit of the doubt" be seen as consistent with the goals of fairness and accuracy?