Understanding by Design Stage 2: Evidence Think Like an Assessor

Backward Design: Stage 2 Performance Tasks and Rubrics Other Evidence Self-Assessment To what extent do the assessments provide valid, reliable, and sufficient measures of the desired results?

Pre-Assessment

Reflection Questions What patterns do you notice? What generalizations can you make about your own classroom? Your grade-level or department? Your school? Your district? What may be an area for improvement?

Heidi Hayes Jacobs: What year are we preparing our students for?

Video Viewing Guide

Think-Pair-Share What observations did you have while watching this talk? Paradigm Shift What will it take to get to the point of developing assessments as Jacobs suggests?

Assessment vs. Evidence What’s the difference? Think-Pair-Share

Assessment vs. Evidence What’s the difference? Think-Pair-Share Evidence is… – collected over time instead of a single event – ongoing and frequent to catch misunderstandings in the early stages – Includes a wide range of different types of assessments

Three Basic Questions 1) What kinds of evidence do we need to find hallmarks of our goals, including that of understanding? 2) What specific characteristics in the student responses, products, or performances should we examine to determine the extent to which the desired results were achieved? 3) Does the proposed evidence enable us to infer a student’s knowledge or understanding?

Exercises to Support Deep Understanding Ensure that teachers consider the intent of the standards Facilitate conversations with other teachers to help reduce misconceptions How should each standard or group of standards be assessed? US:official&biw=1366&bih=664&tbm=isch&tbnid=iWwNZpAHR8ZSyM:&imgrefurl= var-opportunity-arrives/&docid=caP-BUJSvM5wOM&imgurl= content/uploads/2011/04/collaboration.jpg&w=371&h=323&ei=IpgET9bZMYeXtwf82f20CA&zoom=1&iact=hc&vpx=331&vpy=322&dur=320&hovh=209&ho vw=241&tx=129&ty=96&sig= &page=1&tbnh=139&tbnw=143&start=0&ndsp=19&ved=1t:429,r:7,s:0

Collection of Evidence Assessment

Understanding Stage 2: Evidence US:official&biw=1366&bih=664&tbm=isch&tbnid=4IlRKZhxKjkC6M:&imgrefurl= lew.blogspot.com/2010_08_01_archive.html&docid=APUIdeRwTl6jrM&imgurl= /6a00d8341e626f53ef e1970c- 800wi.jpg&w=800&h=551&ei=lLwJT9jEF82ltwe6ttneAQ&zoom=1&chk=sbg&iact=hc&vpx=822&vpy=203&dur=154&hovh=186&hovw=271&tx=145&ty=85&sig= &sqi=2&page=23&tbnh=109&tbnw=158&ndsp=22&ved=1t:429,r:12,s:484

Changing the Paradigm about Quality Evidence and Assessment

Brain Dump What are the characteristics of a quality assessment? US:official&biw=1366&bih=664&tbm=isch&prmd=imvns&tbnid=uYAemdwwqbvTkM:&imgrefurl= overload/&docid=cuOLDoEoKCVR4M&imgurl= dump.jpg&w=300&h=200&ei=H9kKT8fRFNCutweUs7TQBg&zoom=1&iact=rc&dur=524&sig= &page=3&tbnh=129&tbnw=193&start=39&ndsp=19 &ved=1t:429,r:3,s:39&tx=97&ty=28

Quality Assessments Tasks that require students to demonstrate their understanding of the Transfer and Meaning elements of Stage 1

Stage 2: Assessment and Evidence To what extent do the assessments provide valid, reliable and sufficient measures of the desired results? – What will students do to show they understand? – What is the most appropriate assessment(s) method?

Reflect and Share What does this quote mean to you? “Think like an assessor, not an activity designer.”

Thinking Like an Assessor Thinking Like a Activity Designer What would be sufficient evidence of understanding? What would be interesting and engaging activities on this topic? What performance tasks must anchor the unit and focus the instructional work? What resources and materials are available on this topic? How will I be able to distinguish between those who really understand and those who don’t (though they may seem to)? What will students be doing in and out of class? What assignments will be given? Against what criteria will I distinguish work? How will I give students a grade and justify it to parents? What misunderstandings are likely? How will I check for those? Did the activities work? Why or why not?

Review Why is it important to think like an assessor and not an activity designer?

Mach 2005 Six Facets of Understanding UbD FacetDescription ExplanationSophisticated explanations and theories InterpretationInterpretations, narratives, and translations ApplicationUse knowledge in new situations and contexts PerspectiveCritical and insightful points of view EmpathyAbility to get inside another person's feelings Self-knowledgeTo know one's ignorance, prejudice, and understanding

Understanding Stage 2: Evidence US:official&biw=1366&bih=664&tbm=isch&tbnid=4IlRKZhxKjkC6M:&imgrefurl= lew.blogspot.com/2010_08_01_archive.html&docid=APUIdeRwTl6jrM&imgurl= /6a00d8341e626f53ef e1970c- 800wi.jpg&w=800&h=551&ei=lLwJT9jEF82ltwe6ttneAQ&zoom=1&chk=sbg&iact=hc&vpx=822&vpy=203&dur=154&hovh=186&hovw=271&tx=145&ty=85&sig= &sqi=2&page=23&tbnh=109&tbnw=158&ndsp=22&ved=1t:429,r:12,s:484

Facet 1: Explanation Impact on Instruction Students need to express the “big picture” or “big idea” in their own words.” Criteria Accurate Coherent Justified Systematic Predictive US:official&biw=1366&bih=664&tbm=isch&tbnid=j84zFgquNWOCFM:&imgrefurl= people/&docid=dcEEMAAGyz27yM&imgurl= peter_schaub/windowslivewriter/vstsrangersprojectsmigrationguidance_9a3c/clipart_of_27038_smjpg_2.jpg&w=480&h=480&ei=IfwJT7CFJNGgtwfN9PAQ&zoom=1&ia ct=rc&dur=311&sig= &page=9&tbnh=138&tbnw=146&start=174&ndsp=21&ved=1t:429,r:20,s:174&tx=71&ty=86

Facet 2: Interpretation Impact on Instruction Students need to have opportunities to make sense of stories, art, data, situations, etc. Criteria Meaningful Insightful Significant Illustrative Illuminating US:official&biw=1366&bih=664&tbm=isch&tbnid=vdMfbMhxAOZrKM:&imgrefurl= cognition/&docid=UvUkQjNt2b6dZM&imgurl= 3B7rZ3c8G&zoom=1&iact=rc&dur=628&sig= &page=4&tbnh=141&tbnw=153&start=71&ndsp=22&ved=1t:429,r:3,s:71&tx=58&ty=81

Facet 3: Application Impact on Instruction Students must use their knowledge and skills in new situations. Criteria Effective Efficient Fluent Adaptive Graceful US:official&biw=1366&bih=664&tbm=isch&tbnid=GtoVA3MKcpsPSM:&imgrefurl= peter_schaub/WindowsLiveWriter/WhatisALMandaretherelevantpublicationsto_F2DE/CLIPART_OF_26862_SMJPG_2.jpg&w=600&h=480&ei=HP0JT8mPCMiWtwfE65XRBg &zoom=1&iact=hc&vpx=176&vpy=145&dur=629&hovh=201&hovw=251&tx=135&ty=98&sig= &page=1&tbnh=132&tbnw=163&start=0&ndsp=22 &ved=1t:429,r:0,s:0

Facet 4: Perspective Impact on Instruction Students need opportunities to see things from different points-of- view, articulate the opposing side of an issue, or take a critical stance. Criteria Credible Revealing Insightful Plausible Tactful US:official&biw=1366&bih=664&tbm=isch&tbnid=AupLc76xhZtzsM:&imgrefurl= a-rangers-perspective.aspx&docid=vOHJRMFvOtSPHM&imgurl= peter_schaub/WindowsLiveWriter/MVPGlobalSummitfromaRangersperspective_D4A9/CLIPART_OF_15186_SM_2.jpg&w=480&h=480&ei=kP8JT9XkI8yltweprM3PBg&zoom= 1&iact=hc&vpx=399&vpy=151&dur=465&hovh=152&hovw=148&tx=159&ty=102&sig= &page=1&tbnh=152&tbnw=148&start=0&ndsp=19&ved=1t: 429,r:1,s:0

Facet 5: Empathy Impact on Instruction Students demonstrate empathy when they can appreciate people who think and act differently from themselves. Criteria Sensitive Open Receptive Perceptive Tactful US:official&biw=1366&bih=664&tbm=isch&tbnid=adimAXTmnZonpM:&imgrefurl= final-phase-of-review-a-huge-thank-you-to-the-phenomenal-teams.aspx&docid=KDsB17A4Q_7bKM&imgurl= 97mb5WvgK9wNdFgRMS0Ez0wp2QGzCT8r2KMafvfXkwnKhQYY4vR12TlWOnOzlxnl6fhlFwv_wABL1xfcNHD9Q/CLIPART_OF_29895_SMJPG.jpg%253Fpsid%253D1&w=1500&h =1125&ei=1QEKT7iCBsu3tweS- PnPBg&zoom=1&iact=hc&vpx=608&vpy=345&dur=206&hovh=194&hovw=259&tx=142&ty=97&sig= &page=1&tbnh=123&tbnw=120&start=0&ndsp =21&ved=1t:429,r:10,s:0

Facet 6: Self-Knowledge Impact on Instruction Students self-assess their past as well as their future. Criteria Self-aware Meta-cognitive Self-adjusting Reflective Wise US:official&biw=1366&bih=664&tbm=isch&tbnid=JJhtqyOrALRrLM:&imgrefurl= meditation.html&docid=DF-UxyNilMwuNM&imgurl= s/TVCBuSO39iU/21%252Blearn_to_see_your_aura_%252B% www.cute- pictures.blogspot.com% jpg&w=300&h=343&ei=5gIKT7bLIM2ItwfDsrCSBQ&zoom=1&iact=hc&vpx=696&vpy=311&dur=2926&hovh=240&hovw=210 &tx=116&ty=153&sig= &page=9&tbnh=134&tbnw=117&start=173&ndsp=22&ved=1t:429,r:10,s:173

Rubric for the Six Facets of Understanding

Electricity Activity Use the six facets of understanding and the student tasks to complete the hexagon graphic organizer. US:official&biw=1366&bih=664&tbm=isch&prmd=imvnsb&tbnid=rESrye1eU8O4EM:&imgrefurl= l= e=1&tbnh=140&tbnw=154&start=0&ndsp=20&ved=1t:429,r:2,s:0&tx=61&ty=82

Matching Activity Explain to the class how a battery causes a light bulb to glow. Give a pre-test and a post-test to assess common misconceptions and have students reflect on their deepening understanding. Interpret a schematic diagram and predict the outcome. Design an electrical circuit to accomplish a specific task. Describe an electron’s experience as it passes through a simple current. Why does the United States use AC instead of DC current? What are the strengths and limitations of each type? Explanation Application Perspective Self-Knowledge Empathy Interpretation

Questions?

A Continuum of Assessments Informal Checks for Understanding Dialogue and Conversations Tests and Quizzes Academic Prompts Performance Tasks Define: What does it look like? What are some examples? Strengths Limitations

Continuum of Assessments

Informal Checks Ongoing assessments used as part of the instructional process.

Observations and Dialogue

Tests and Quizzes

Academic Prompts

Performance Tasks… Are not secure: The task, evaluative criteria, and performance standards are known in advance and guide student work. Involve a real or simulated setting and the kind of constraints, background noise, incentives, and opportunities an adult would find in a similar situation.

Why Performance Tasks? US:official&biw=1366&bih=664&tbm=isch&prmd=imvns&tbnid=YrUE8DqBoM79CM:&imgrefurl= 10,_2007_UBD/DI_Teacher_Workshop&docid=qk9PRH01Ybz4gM&imgurl= jBG4_rtgeG- NnRBg&zoom=1&iact=hc&vpx=1060&vpy=152&dur=27&hovh=190&hovw=265&tx=187&ty=68&sig= &page=1&tbnh=136&tbnw=198&start=0&nds p=20&ved=1t:429,r:5,s:0

Performance Tasks

Developing Performance Tasks

45 Construct a Performance Task Scenario Using GRASPS G oal: Your task is ____________________________________________________ Your goal is to __________________________________________________ The problem or challenge is _________________________________________ The obstacles to overcome are _______________________________________ R ole: You are________________________________________________________ You have been asked to ____________________________________________ Your job is _____________________________________________________ A udience: Your clients are___________________________________________________ The target audience is _______ _______________________________________ You need to convince_______________________________________________ S ituation: The context you find your self in is ______________________________________ The challenge involves dealing with ______________________________________ P roduct Performance and Purpose: You will create a ___________________________ in order to show__________________________ You need to develop _________________________so that _________________________________ S tandards and Criteria for Success: Your performance needs to ______________________________________ Your work will be judged by ______________________________________ Your product must meet the following standards: ___________________________________ A successful result will __________________________________________ McTighe and Wiggins

Conversation How can using the GRASPS and Six Facets guide the development of quality assessments?

47 According to Grant Wiggins… “What is to be assessed must be clear and explicit to all students.” Rubrics must accompany all major assignments and assessments. Students should be able to chart their progress and self-assess throughout the duration of their work.

Evaluation Criteria Another Key to Quality Assessment Quality Rubrics Beginning with the End in Mind is Crucial

49 A Rubric… Defines levels of quality Communicates standards Provides expectations for assessment tasks Is NOT a checklist (yes or no answers) Includes dimensions (criteria), indicators, and a rating scale.

50 Advantages of Using a Rubric: Lowers students’ anxiety Provides specific feedback about the quality of their work Provides a way to communicate expectations and progress Ensures all student work is judged by the same standard Leads students toward quality work.

51 Parts of a Rubric: Dimensions: Sometimes referred to as criteria - encompass the knowledge, skills, and understanding to be assessed Indicators: Specify the evidence used to judge the degree to which the dimension is mastered Rating Scales: Discriminate among the various levels of performance

52 Basic Rubric Template: Scale Criteria Indicator

53 Template for Holistic Rubrics: ScoreDescription 5 Demonstrates complete understanding of the problem. All requirements of task are included in response. 4 Demonstrates considerable understanding of the problem. All requirements of task are included. 3 Demonstrates partial understanding of the problem. Most requirements of task are included. 2 Demonstrates little understanding of the problem. Many requirements of task are missing. 1 Demonstrates no understanding of the problem 0 No response/task not attempted

54 Template for Analytic Rubrics: Beginning 1 Developing 2 Accomplished 3 Exemplary 4 Score Criteria #1 Description reflecting beginning level of performance Description reflecting movement toward mastery level of performance Description reflecting achievement of mastery level of performance Description reflecting highest level of performance Criteria #2 Description reflecting beginning level of performance Description reflecting movement toward mastery level of performance Description reflecting achievement of mastery level of performance Description reflecting highest level of performance Criteria #3 Description reflecting beginning level of performance Description reflecting movement toward mastery level of performance Description reflecting achievement of mastery level of performance Description reflecting highest level of performance Criteria #4 Description reflecting beginning level of performance Description reflecting movement toward mastery level of performance Description reflecting achievement of mastery level of performance Description reflecting highest level of performance

55 Ineffective Rubrics Wordy Checklists Judge each work against other items of work Heavy on Criteria not inherent in the standards

56 Good Rubrics: Are tools Show level of quality of a performance or task Communicate standards clearly and specifically Are provided to students to set expectations Are consistent and reliable Use content that matches standards and instructional emphasis

57 Rubric Resources

Implementing Stage 2 What understandings or goals will be assessed through this task? Through what authentic performance task will students demonstrate understanding? What student products and performances will provide evidence of desired understandings? By what criteria will student products and performances be evaluated? US:official&biw=1346&bih=620&tbm=isch&prmd=imvnsl&tbnid=5tQoDDRo0MgreM:&imgrefurl= reviews/&docid=pTg3JnTRo5pEVM&imgurl= content/uploads/2011/03/review.jpg&w=400&h=300&ei=zn0mT7P7KdTMtgeGr4CiCw&zoom=1&iact=hc&vpx=314&vpy=177&dur=1196&hovh=194&hovw= 259&tx=136&ty=83&sig= &page=1&tbnh=117&tbnw=152&start=0&ndsp=21&ved=1t:429,r:1,s:0

Stage 2 Feedback Tool

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