Assessment in Alberta: Discussion Paper

Question 7 – How can summative assessment (assessment of learning) enrich the learning process?

Summative assessment is a natural extension of the learning process. Teachers make decisions about summative assessment strategies based on an understanding of the nature of the learner outcomes. Tests may be appropriate for some outcomes; performance assessments and critical challenges are a natural choice for other outcomes that require demonstration and application of skills and processes.

Howard Gardner states:

“A good assessment instrument can be a learning experience. But more to the point, it is extremely desirable to have assessment occur in the context of students working on problems, projects or products that genuinely engage them, hold their interest, and motivate them to do well.”
Gardner 1993, p.178

Students who use formative assessment to guide their learning find that culminating assessments can be "occasions of pleasure" (Gardner Disciplined Mind 132). This can be especially true if teachers create rich engaging tasks that provide authentic opportunities for students to solve problems. Performance assessment tasks and critical challenges engage students and provide them with the opportunity to demonstrate their learning in authentic contexts. When students understand the learning goals and believe that success is within reach, they will approach tests with confidence and enthusiasm.