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Higher Order Thinking Skills: Summative

Assessment
Idea shared by Val Baron (JEL) and Terra Kaliszuk (AISI Instructional Coach)

Assessment Premise:
Students will write their own HOTS questions for a given Program of Studies
objective. Students will then create answers for these questions as a formative or
summative assessment to show their learning.

Curriculum Objective & Expectations:


 Program of Studies outcomes that relate to HOTS will work with this assessment idea.
 Use: Formative or Summative Assessment.
o If it is used as a summative assessment, students will need previous practice writing
HOTS questions and practicing with the given Program of Studies outcome.

Materials:
 Question writing handouts for students: WritingGreatQuestions.doc

Lesson & Assessment Progression

1. Introduce students to writing their own powerful questions for a given topic
of study.

 WritingGreatQuestions.doc can be used to assist students in creating HOTS questions.


o Encourage students to avoid “basement” questions and to strive for “attic”
questions.
o Essentially, the idea is to get students away from writing simple recall questions, and
toward questions that prompt critical thinking, application of knowledge in novel
situations, and justification of their choices/judgements.

 Suggestion: Once students begin generating questions, and while students are working on
the task, select some students to share a question they’ve written on the board.
o These student-generated exemplars will serve to scaffold struggling students and
provide a student-created example of quality questioning.

2. Students practice answering their own questions, or their classmate’s


questions.

 Suggestion: Use a snowball activity to distribute HOTS questions around the room
o Students anonymously write their HOTS questions on a piece of paper, crumple them
up, and then throw them around the room, eventually picking up a snowball and
answering the questions inside.
3. After formative practice – with question writing and P.O.S. objective – students
write their own powerful HOTS questions, and answer them as their
summative assessment for the P.O.S. objective.

 Suggestion: Students write 2-3 powerful questions for a given topic. Students then
consult with Teacher to choose the MOST powerful question they wrote to complete for
assessment.

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