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No right or wrong answer, depends on you.

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No right or wrong answer, depends on you.

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Performance tasks:
Not necessarily a right or wrong answer to this question.

Not appropriate around final exam time? But could it be a final performance task... maybe?
It's appropriate after they've had formatives.... but performance tasks could also be formative.

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Based on the need of the students and some students will need more scaffolding than others.

How students can recognize which tool they have in their toolbox that can help them solve the problem/task at hand.

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difficult b/c most of what we do does not happen in the 'Adult World'

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difficult b/c most of what we do does not happen in the 'Adult World'

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Do all tasks need to be authentic?

Might this result in many frivolous tasks?

APT in teaching languages is a natural fit

Might a APT not necessarily assess a standard but how a standard is applied, choosing the appropriate skill/standard to complete the task

Some subjects lend themselves more easily to APT

More Authentic the task, the greater the chance for student engagement

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Lots of students and not enough possible options

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Lots of students and not enough possible options

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PE: about 16 classes-Includes rugby (8) and Volleyball (8) one formative and one summative assessment. Every lesson is a formative task.

SS: About 8 lessons. 2 Formatives and one Summative assessment. 5 lessons were direct instruction. 2 lessons to write dialog between historical figures.

Physics: a lab unit will last 8 days. Will last 3 lessons. 3 Lessons to perform the lab.

Math: One to two days to investigate a topic. Will then do a write up. This will take a week.

Inno:  Six weeks total. Includes skill development and research, individual subject area and interdisciplinary collaborative projects.

Eng: Depends on the scope and the task. Could be 3 classes, could be 3 weeks.

Art: 4 to six weeks depending on the project. Some projects may be longer.

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It depends...it should be appropriate for the scope and length of the assessment task

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-recognizing content across disciplines to allow for PT/InterD tasks
-serve as a diagnostic
-serve as a summative
-leverage other content
-when there is a need for a critical examination of ideas
-high stakes local/global issues
-when interpretation can vary
-reflecting on the nature of 'x' subject or field
Challenges
-avoiding isolation
-making the connections meaningful, not forced
-balance content/skills/concepts/process

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They can continuously be formative in a given standard that's being assessed until they become proficient in the skill, and that becomes their summative grade.

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They can continuously be formative in a given standard that's being assessed until they become proficient in the skill, and that becomes their summative grade.

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UBD suggests that we should actually design the assessment tasks to meet the standards/TTGs/DTGs you would like to assess.

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There needs to be more value for students in formative assessments, but the significance of formative assessments are lost when they have other summative assessments in other classes. They feel they'll be ready for the summative later. 

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There needs to be more value for students in formative assessments, but the significance of formative assessments are lost when they have other summative assessments in other classes. They feel they'll be ready for the summative later. 

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do authentic tasks always correlate with standards we are trying to assess

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do authentic tasks always correlate with standards we are trying to assess

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Differentiating based on complexity of the problem 

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Differentiating based on complexity of the problem 

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When are limitations OK in dealing with student choice

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When are limitations OK in dealing with student choice

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trial and error
need to repeat a performance task multiple years to find the right amount of structure.

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Perhaps a sequence of tasks where there is a progression that "trains" students to select and apply particular skills. More scaffolding at the beginning which gradually decreases over time.

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student dependent, to some degree.

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Formative assessments have value when feedback is necessary during skill development. Students need to take responsibility for reflecting and actioning that feedback in preparation for future summatives.

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Can a cumulation of formative assessments become a summative assessment?

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-Give a little starting point and have students to explore independently.
-give students the opportunity to learn a skill and assess it in the new context!
-ample supply of resources
-structured prompts
-general steps/phases
-deductive approach

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In the field of foreign languages it's always appropriate.

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I use formative PT to prepare students; to give them opportunities to practice.

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I use formative PT to prepare students; to give them opportunities to practice.