Synoptic assessment / no raising hands policy

SYNOPTIC ASSESSMENT
By (Name)
Course Number
Professor’s Name
Institution-Affiliation
City and State
Date
Synoptic Assessment
A synoptic assessment is a type of assessment which integrates two or more units of study into one assessment. There is an essential outcome of education right from the education process in relation to the given model (Tomlinson and Moon, 2013, 12). The assessment enables the learners to showcase their potential to integrate and utilize their understanding, skills, and knowledge with depth and breadth in particular areas of study (Afflerbach, 2017, 6). It also helps the teacher in testing the students’ ability to use their understanding and knowledge obtained in one section of a program to develop their level of expertise in other sections of the program, or throughout the entire curriculum.
Synopsis assessments focus mainly on the student; therefore, when applying it in a grade 3 classroom, the teacher should first choose curricular objectives and goals which contribute themselves to presentations, projects, or papers (Berger et al., 2014, 17). Also, techniques which reinforce and model the array of these projects, presentations, or papers that the teacher will feature should be integrated.
Secondly, the teacher should come up with a rubric. A rubric allows teachers to detect outcomes linked with skills, knowledge, and dispositions incorporated within the synopsis assessment (Copp, 2013, 22). The formulated rubric should have spaces for the teacher to write down comments and grading for feedback which is essential in guiding and supporting the growth of the students.

The teacher should also create ways to evaluate the student’s level of skills and knowledge immediately after completing a particular topic. It can be done by giving tests, recitals or quizzes.
The implementation of summative assessment can be adjusted through the development and description of the same summative assessment plan (Blackburn, 2017, 5). The implementation of summative assessment should also be captivating to enable the students to take control and use their creativity, expertise, and perspective since they will feel motivated and excited.
References
Afflerbach, P. (2017). Understanding and Using Reading Assessment, K–12, 3rd Edition. ASCD. P. 1-24.
Berger, R., Rugen, L., Woodfin, L & EL Education. (2014). Leaders of Their Own Learning: Transforming Schools Through Student-Engaged Assessment. John Wiley & Sons. P. 5-18.
Blackburn, R. B. (2017). Rigor and Assessment in the Classroom. Taylor & Francis. P. 5
Copp, J. D. (2013). Visual Arts for Middle Schools: Skill Based Curricula with Summative Assessments. BookBaby. P. 22
Tomlinson, A. C & Moon, R.T. (2013). Assessment and Student Success in a Differentiated Classroom. ASCD. P. 5-13