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Ever since I was a child, I've hated traditional pen-and-paper tests. I never saw the point of them when I was younger and still feel that they are a poor means of checking for mastery now, as an adult.
However, providing opportunities for students to apply their learning and demonstrate that they have mastered particular skills or concepts is a great way to approach summative assessment. This year, teachers at my school will be taking part in an extended PD training in PBL with the Buck Institute. I am excited to attend and will be curious to see how my colleagues approach PBL this year.
Many teachers at my school already gravitate toward project-based assessments. One example that I love is the product of our 7th grade math class. Each year, students complete a unit learning about scale, proportion, dimensions, etc. The culmination is the creation of a miniaturized town consisting of scale models of buildings constructed out of folded graph paper. Parents are then invited to come to the school for an evening of celebration as the town is unveiled.
This year, I was excited to be invited to guide a few select groups of students in creating digital models of their buildings to be printed out on our 3D printer. The kids were super excited and the project provided a fun and engaging way for them to show that they had reached the intended learning targets of the unit. --Nic

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I don't remember a lot of my elementary school assignments, but I do remember several that asked me to make a diorama or a model. I loved these. My daughter's science teacher did a fabulous end of unit assessment after they studied the cell where she asked them to create a cell using a fictional city as a metaphor. One student used Oz, another the Simpson's Springfield-- the creativity and fun the students had was evident. Moreover, they had to really show that they understood the functions of the parts of the cell to make the city "run."
Kate

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Social media profile for a book character

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Social media profile for a book character

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One of the favorite summative assessments I've seen for a characterization unit in a book study had students create a social media profile for a character. At the time I did it there was a handy Facebook page mock-up someone had created so you could do it with pencil and paper. This works well with students in middle to high school.

Kate

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One thing I have done at the end of a fourth grade math unit in numeracy, is have student design a healthy Thanksgiving menu for a specified number of people. Students have to work together using flyers from stores to create a healthy meal withing a budget. Then, they choose how to present their meal and show how to they stayed within budget. They can sing, dance, produce a video, design a poster or whatever for their final presentation. This also served as a way to see who understood the concepts of multiplication to be studied in future math units.
Jackie

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Students to follow a few verified social media sites that demonstrate principles taught in class .The students follow 3-5 social media sites (twitter, blogs, facebook etc) for one month and identify themes relating to the course instructional topics (population health,interprofessional  healthcare competencies) They are asked to post on each site a relevant response  based on classroom content and identify  additional materials that could be promoted on each site. They come back together and present a summary of what they observed on the social media site and how it reinforces course content. Paula

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Organize students into debate teams and have them research the assigned topic/question. Students prepare written "briefs" based on their research and present their arguments in an in class debate.

I have used this as a final assessment for my American Dream unit. After looking at the issue throughout the unit, students debate whether or not the American dream is alive and well in America today.  The debate is always fun day in class. - Stephen M

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Students apply their mapping skills to the creation of a new state or realm (think Middle Earth) or to celebrate their favorite things about Vermont/New Hampshire (think of a map of the best things to do this summer) or to research and display knowledge of a different country and language.
Laurie S.

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Students research a topic of interest (field trip they want to take or graphic novel additions for the library or robots we should have) and then write a grant proposal to the principal/school board to try and make it happen. I am going to keep about $250 of my budget available for this project.
Laurie S.

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Have students design and build a game about a subject. Students can play each other's game
to learn and give feedback .
Emily

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Make an interactive poster answering research questions using a makey-makey, conductive tape, and a program like Scratch.
Emily

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One summative assessment I have used in my classes is after creating a product (robot, video game, etc.) the teams create and present a sales pitch as if they are presenting their finished product to a company for mass production.  The only requirements I put on the presentations are that each team member must participate in the the pitch, that it must include information on the design, testing, and benefits of the product, and the team must be able to address questions from the audience during a Q&A session.The methods students have chosen for delivering the sales pitch have been vast.  TV commercials,  live demonstrations, and even a Fortune 500 company boardroom worthy multi-media presentation in full dress suits have been a few of the options student have come up with.  This assessment style demonstrates not only the information students have acquired, but also that they understand what information is valuable to promote their product.  These sales pitches are also extremely fun for the students, and staff that get to be in the audience.

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As an educator as well as a learner, one summative assessment I enjoy utilizing is a gallery walk.  These can involve technology in the "product" creation as well as in the presentation or not depending on the project topic, learning objectives, and styles of learning and teaching.  More info here: https://www.cte.cornell.edu/teaching-ideas/Two-Minute-Teaching-Tips/Gallery-Walk.html
This has worked well with PBL projects.
-Phoebe

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In many different situations, both as a learner myself, and as a trainer, I have found that teach-backs can be one of the most effective method to confirm learning and for the student to dig deep into a topic. This should be more then simply getting up and reading a report or some kind of presentation, but a true, mini-teaching of their content. While some find speaking in front of a group of people very intimidating, alternative methods may be incorporated such as the concept of a webinar, or even a technique used recently in one of the classes I took to help with the intimidation factor. The student, along with 4-5 classmates sit in a smaller circle which is surrounded by the rest of the class seated. The student is then just speaking with the 4-5 in the smaller circle, not the larger group, though they hear everything too. One by one, each student in the smaller circle provides feedback to the presenter. Once that person is done with their feedback, they leave the smaller circle, then someone from the larger circle takes their place and provides feedback in turn, and so on until all those wishing to participate are done. The book, The Art Of Explanation by Lee LeFever is a great resource as well on how to develop a great "explanation" to a new and experienced audience at the same time without loosing anyone in the process.
-Alan