Lesson 5, Topic 7

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Practical structure: before, during, after the summative

didactec 09.09.2025

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Panoramic photorealistic three-panel classroom: Left (Before) — teacher hands a clear rubric and high‑quality exemplar to a small group; close-up checklist on the desk with metacognitive prompts "What strategy will I use?" and "How will I check my work?" conveying warm, collaborative energy. Center (During) — quiet test setting with students at individual desks, precise instructions on the whiteboard, a supervisor answering a brief clarifying question, visible clock and a student using an accommodation (earbuds/extra‑time sheet). Right (After) — teacher returns papers with focused rubric-tied feedback, a small-group debrief, a student writing the reflective note "What I learned about my learning," and a teacher reviewing an objectives-met vs. unmet chart. Diverse students and teacher, natural daylight, warm neutral tones, crisp detail on hands, paper and expressions, shallow depth of field, with negative space at the top for a headline.

Before

Tell students exactly what will be assessed and why.
Share the rubric and one or two high-quality exemplars.
Run at least one low-stakes practice that mimics the summative task.
Give students a checklist that includes metacognitive prompts.

During

Ensure instructions are precise and supervisors are ready to answer clarifying questions (conversational feedback can be brief but clarifying).
For written work, let students annotate their choices and reasoning — that reveals metacognition.
Make accommodations transparent and fair.

After

Provide focused written feedback tied to rubric criteria, and offer a short one-on-one or small-group debrief.
Require a reflective task from students: what did you learn about your learning?
Use results to adjust instruction: analyze which objectives were met, which weren’t, and why.
Report grades with comments — avoid a grade-alone mentality.