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Supporting Question 4: What are summative performance tasks in an IDM?

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Overview: Summative Performance Tasks

You are finally here at the end of the road! The Summative Performance Task is the final step in the actual inquiry. The culmination of all of (your) the students' work is building to this moment. Each supporting question, formative performance task and featured source works towards the moment when students will formulate an argument in any medium that they so choose. To finish out the construction of your Inquiry Design Model Lesson plan

Summative Performance Task Formative Performance Task

To finish out the construction of your Inquiry Design Model Lesson plan follow the instructions below:

  1. Read Chapter 3: Grant, Lee and Swan, Inquiry Design Model and take a look at our French Revolution exemplar here. Make note of the construction of the Summative Performance task.
    • Additionally, you can look at the summative performance tasks for other IDMs. The Summative Performance task is generally centered around constructing an argument of some kind via some medium (essay, poster, website, etc.). This is a student-centered product. If you're just newly implementing IDM and want to limit your students' choices, you can choose your own IDM.
  2. Brainstorm ideas for your Summative Performance Task and follow the language of the IDM exemplar.
    • This really is simple if you're not going to get too extravagant. The idea within the IDM is to keep the formatting of the Summative Performance Task as consistent as possible, so if you're using multiple IDMs in a year, students eventually know what they are working towards. You can be creative here as well with the constructing an argument. It could work into becoming a full-class debate if your topic has two sides! But the formula is to keep it to the skill of argumentation using evidence from the featured sources. This will streamline the process through your IDM and will also make feedback and any changes you make in reflection even easier.
  3. Plug in your Summative Performance Task into your IDM and VOILA! You are almost complete!
    • Extension: Is a really fun way to be creative again with the end product. In the French Revolution exemplar, students are asked to Tweet their arguments in a perspective-taking exercise. This puts the content and skills into a format that students are aware and familiar with as well. This is a little less structured but still giving an extension to what they have learned. If you have interest in adding in an extension, please feel free to come up with a creative idea to put students' ideas and inquiries in action.

Self-Evaluation, Analysis and Reflection

If you're uncertain if your elements work together, then check out the Vertical Alignment of your IDM. Working backwards from the Summative Performance Task, answer the following:

  • Does my summative performance task allow the students to answer the compelling question?
    • Go up to featured sources; do they provide evidence to support an argument made in the summative performance task?
  • Do my featured sources work towards providing students with the information needed to complete the formative performance task?
    • Go up to formative performance task. Do they properly scaffold the skills needed to craft an argument or complete the summative performance task?
  • Do my formative performance tasks work towards students answering the supporting questions?
    • Go up to the supporting questions. Do the supporting questions work with the formative performance tasks and the featured sources to scaffold the content and skills needed for the summative performance task?
  • Do the supporting questions help build students up to answering the compelling question properly? Can you take those supporting questions and turn them into answers that could be used as evidence for the compelling question?
  • And FINALLY, on your iterative, self-check and evaluation:
    • Is the compelling question compelling and open-ended enough to provide students with an anchor of focus for the supporting questions, formative performance tasks, featured sources and summative performance task?
    • Can the compelling question be answered using the evidence and resources created by students and in the summative performance task?

Once you had evaluated your progress, and you are comfortable answering all of these questions with a YES!, then it is DEFINITELY time to put your IDM into practice and also submit it below if you want to have feedback on your very own IDM!

SUBMIT YOUR FINAL PROJECT LINK HERE

Further Learning: Informed Action Task

The informed action task is an extension to the IDM that is, of course, an important piece but overall not necessary in the inquiry process with students learning. The Informed Action Task allows students to take what they have learned into action out in the world. You can and should definitely look into the Informed Action Task and implementing this aspect for Civic Action or Civic Readiness for those Government and Economics educators. Informed Action is taking the skills and knowledge and applying it to current events happening in today's society. While there are certain topics that taking informed action do not fit with, there are plenty of topics in the C3 Archives that have built-in Informed Action Tasks that are very easily adaptable. While the meat of the IDM is completed with the Summative Performance Task, there are still little sides of content and skills that you can learn independently and add as elements into your IDM construction! Remember, the IDM is how YOU teach and around YOUR preferences!

Thank you for viewing my mini-course! If you have any other questions, comments, or concerns, please feel free to ask in any one of the Google Forms or other formats and I will respond in my feedback!

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