This document provides guidelines for a 3-part final paper on curriculum-based summative assessment design. Part 1 describes conducting a pre-assessment to understand students' existing knowledge and tailor instruction. Part 2 describes using summative assessments to evaluate student learning at the end of a unit on environmental conservation. Part 3 involves student reflection on their experience and assessment of their achievement of learning standards and communication skills.

1. ASH EDU 645 Week 6 Final Paper Curriculum
Based Summative Assessment Design (2 Papers)
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This Tutorial contains 2 Papers
Curriculum based summative assessment design
Part 1
Pre- assessment description
Before summative assessing of the learning on
which the objective is to evaluate, what the
students have learnt at the end of a unit is
important to have a comprehensive description of
pre –assessment. Pre- assessment or formative
assessment is part of institutionalprocess. When
used in classwork activities, it provides the
necessary information to regulate teaching
techniques and learningprocess.These

2. adjustments focus to ensure the level of learning
standards target among thestudents is achieved
.Pre-assessment enables the teachers to
understand the students’ thinking and learning
capacity on the learning process. Teachers know
when and how to utilize various types of
assessments that appropriately meets the needs of
students, and provide a consistence guideline
during lesson planning and spacing(Wang, 2013).
The pre- assessment provided an elaborate
platform of designing the summative assessment
to ensure students at the end of the course
understand the unit meant to be learn. It is
important to allow students do practiceon the
concepts they are learning .pre-assessment enable
teachers to prepare the next steps during learning
period, such as after the first week to prepare for
the second week as the instruction nears the
summative assessment. Interaction with the
students and asking general questions to students
on various learning methods that they prefer and
understand most isthe startingpoint to gather
information that is important to engage student in
during learning process. Provide thestudents with
the course outlines to update themselves of what
is ahead and what they are supposed to cover
within a given period. Eachstudents is expected to

3. have the same level of standards regardless of
their learning differences. Toensure all the
students achieve high standards the teacher
employed research- based instruction ideas that
enable increase the students understanding, and
applying differentiation as a basis for all the
students to achieve at high levels. This strategy
prepare the students for learning process so that
all of them can be in the same level in the
summative learning stage. Involving the students
in defining the expectations at the end of learning
process is crucial because the students who know
the learning goals and the method of achieving the
target are likely to be successful. After the first two
weeks of learning process introduce the classroom
norms and culture for all students to participate in
evaluating whether the criteria used in will
achieve the target or not.Incorporating the
students with the special needs in the teaching
practice to ensure they are in the same level with
the other students in the learning process.
Application of a technology that is embrace and
appropriate in facilitating effective and efficient
learning process by all students such as use of
projectors that are positioned in place where the
all the students can see what is being
taught(Radcliff,2007).

4. After the third week of teaching, it is important to
evaluate whether the students have grasped what
they are intended to understand through asking
questions randomly in class or a simple
continuous assessment and repeating to teach
areas not understood by thestudents. Giving
attention on areas not understood by the students
is crucial to prepare the students for summative
assessment by providing students with more
elaborate information to increase their
understanding. For example teaching on the unit
such as ‘Environmental conservation.” The teacher
has to ensure the students are equipped with
knowledge about Environmental Conservation
properly to prepare them for the summative
assessment so that they can demonstrate what
they have learn in the problems that needs to be
solved successfully. Provide the students with
classroom test on the areas covered and walk
around the classroom and try to observe if each
student is performing the task and give
clarification where needed. Observation provides
the teacher with primary evidence on the level of
knowledge gained by the students in the areas
taught. Use questioning strategies to have a
rationale insight on the level and depth of
understanding of the instruction learnt by

5. students because questions asked in class
provides an opportunity for students to think
deeply and reflect whatever they have
learn.Students who are able to reflect easily when
involved in metacognitive thinking is an evidence
of successful pre- assessment criteria. Establish an
environment where studentssee their colleagues
as resources for checking in their quality work
based on the established criteria to evaluate their
understanding. To ensure the summative stage is
successfully achieved keep the students classroom
work records to provide the students with
evidence about their learning progress to help
them to evaluate whether they are progressing
well from where they started or not and to give
them understanding on what needs to be
corrected. Balance the assessment by
understanding individual students during
participation in the learning process to make
adjustments in instructions so that all students are
in line to achieve the target established.
Part 2
Summative Assessment
Summative assessments focus to determine the
appropriateness of instructional programs and
services at the end of particular pre-determined
academic period. The objective of summative

6. assessment is to analyze the competency of
students after instructional period is over. It is
also important to evaluate the ability of each
student on what they have understood in a specific
period(Rudner & Schafer, 2002).
This summative assessment target to determine
the understanding of students on Environmental
Conservation and the grading level of the students
is as follows:
Marking Instructions and Range Grade
70%-100% the students answers the questions
appropriately and precisely giving good examples.
Where essay is required the student should
demonstrate good understanding of the topic
with clear and wide examples A Distinction
60%-69% The student answers the questions with
few examples and provides an essay that is long
with good points and few not clearly stated. B pass
50%-59%The students answers the questions
with no examples and the essay does not clearly
show the required points. C .Credit
40%-49%The students does not provide clear
answers to the questions but they are close to
points and shows some understanding of the topic.
D. Fail

7. Below 40% The student don’t understand the
questions and seems not to have understood
anything during teaching process E. Retake
Answer the following questions giving examples
where necessary.
1. Define environmental conservation
2. Explain the importance of environmental
conservation in the society giving appropriate
examples
3.Environmental conservation is affected by both
natural and artificial factors. Discuss
4. Describe how the government is involved in
Environmental conservation
5. As a student with knowledge of conserving
environment, discuss how your knowledge on
environment conservation can assist in the
community to maintain good environment
6. Explain the elements of a good environment
7. Discuss the negative impacts of environment
that is poorly conserved to people in a country
The questions above determine the level of
knowledge gained by student through the learning
process period. The questions explores whether
the students have acquired vast knowledge on the
taught topic and the knowledge to relate the same
knowledge on the current world to solve
immediate problems. Student should

8. appropriately check on the exactdetails of the task
such as instructions of each question, structure of
the question, the criteria of making the
assessment, the expectations demonstrated during
the pre-assessment process and other important
instructions (Bransford& National Research
Council, 2001).
Scoring is an important element in assessment
that is achieved by use of computer, hands or
combination of both. Assessment done online
score usevarious criteria such as quantitative
items, drag and drops multiple choice, fill in the
space and other types of items that specified
accurate answers. The teachers or other
individual-scorers assess essays and performance
assessment. The criteria of score assessment is
based on the validity and reliability of the score
assessment utilized. Reliability focus on the
possibility of the scores and results to be the same
in various populations used for testing. Validity on
the other hand focus on how the assessment
results are analyzed and applied. The objectives of
the standardized testing be open and fair
althoughthese objectives are almost incredible for
a single test to fair for all students.
Rubrics and checklist are essential tools for
effective summative assessment. They give an

9. opportunity for the teacher to establish the
criteria prior to assigning task to students, hence
enabling all students to know what is expected.
Rubric and checklist areimportant to enable
teachers to ensure effective criteria is followed
and adequate distinction on various degree of
performance is made to easily assess the students
work (Brookhart, 2013).
Part 3
Summative assessment Reflection
Standards
Students will describe their experience on the
Environmental conservation
Students will identify the criteria to achieve
friendly environment
Students will identify various features of good
environment
Students will demonstrate good communication
skills such as eye contact and creativity
Students will have chance for reflection by sharing
among themselves
Tasks
Students to establish aportfolio illustrating their
benefit to the community on conserving
Environment at the end of the unit.Showtheir

10. plans on the experience gained in class and
present the reflection to the class using effective
communication skills.
Directions: Respond the questions below based on
the summative assessment results
1. From the identified learning objectives for
critical instructions, describe the achieved
learning outcomes.
2.Reflect on the important elements of the
instructions
a. How efficient, was the assessment method
employed during the learning process.
b.Describethe appropriateness of the instructional
strategies applied
c.discuss briefly how the strategy used to
accommodate students with special needs was
important
3.Following the summative outcomes, answer the
questions below
A.What is your observations on the work of each
student?
B.What is your understanding on the effectiveness
of instructional strategy employed based on the
observations of each student’s work sample?
C.What is your next step on every student and
why?