Engaging summatives? Well, that remains to be seen! Having just finished my first unit in Trig/Precalculus I can see the difference between the tests of last year and this year's summative: this year the building blocks, the level 1 and 2 questions, are assessed in formatives and exit cards and the summative contains purely 3 and 4 level questions. As I look at the results I'm getting, I'm concerned that what I got out of the formatives wasn't as clear to the students. Certainly I have not fallen back on simply assigning what I did last year, instead I look at what students have shown me in their work and go from there.
I think I've felt the most success with this in Advanced Algebra and Trig (FYI - you'll note there are no targets for this class as I'm using the same ones from TPC and simply differentiating what I do!), not just in how I approach the targets differently for this class but also in that I am able to provide more challenges to the students who are ready for them and more practice for those who've not yet met the targets. I have felt the least success in TPC where students are very resistant to not being provided with numeric evidence of their grade. Or, maybe that's their parents...
I think I've felt the most success with this in Advanced Algebra and Trig (FYI - you'll note there are no targets for this class as I'm using the same ones from TPC and simply differentiating what I do!), not just in how I approach the targets differently for this class but also in that I am able to provide more challenges to the students who are ready for them and more practice for those who've not yet met the targets. I have felt the least success in TPC where students are very resistant to not being provided with numeric evidence of their grade. Or, maybe that's their parents...