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Summative assessment for learning: How it may impact task design

For summative assessment (SA) to support learning, careful and purposeful assessment design is required to collect and aggregate assessment information in such a way it will make up a sum that is more meaningful than its parts, whether such a “,sum”, is “,large-grained”, or “,small-grained”,. The purpose of this presentation is to examine the factors that facilitate teachers’, use of assessment information to support learning and how they influence task design. It will do so by looking into what should be attended to in assessment and by anticipating what could be the benefits of a valuable integration of the two main purposes of processing assessment information: reporting on (summative) and supporting student learning (formative).A hypothetical example on how assessment data on science activities may be collected using Baxter &, Glaser’,s (1998, p. 39) content-process space of assessment tasks will be presented. The complex nature of science activities will serve to illustrate how assessment information may go beyond detailed reporting of performance and serve to articulate ‘,formative hypotheses’, (Bennett, 2011) to improve the decision process as to the next step in instruction. In addition, self-assessment of familiarity with different aspects of the task and confidence levels will also be used to illustrate different modalities of students’, involvement in the assessment process.Keywords : Assessment for learning, formative assessment, task design, summative assessment

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