1. Lenape School District Understanding by Design Day 2 June 26, 2012 Day 2 June 26, 2012

2. Stage 2: Assessment If we want students to truly “Understand” instead of just “Know”, then how do we assess?

3. So, what is an Assessment? What is their purpose? How are they written? How are they related to the other stages/parts of UbD? What are some examples? When/How do I use these in a classroom? What is their purpose? How are they written? How are they related to the other stages/parts of UbD? What are some examples? When/How do I use these in a classroom?

4. To what extent do assessments provide… valid, reliable, & sufficient measures of the desired result?  Are students asked to exhibit their understanding through “authentic” performance tasks?  Are appropriate criterion-based rubrics used to judge student products and performances?  Are a variety of appropriate assessment formats employed to gather additional evidence of learning?  Are students encouraged to self-assess? valid, reliable, & sufficient measures of the desired result?  Are students asked to exhibit their understanding through “authentic” performance tasks?  Are appropriate criterion-based rubrics used to judge student products and performances?  Are a variety of appropriate assessment formats employed to gather additional evidence of learning?  Are students encouraged to self-assess? 4

5. “Backward” Design 5 1. Identify desired student accomplishment 2. Determine appropriate evidence of accomplishment 3. Plan learning in light of goals and assessment

6. Three Types of Assessments (All are critical!) Pre- assessment/d iagnostic: allows teacher to assess the students’ strengths and weaknesses. Formative: ongoing checks for understanding by teachers and students to adjust instruction and provide feedback to improve student achievement of the learning outcome. Summative: seeks to make an overall judgment of the achievement of the outcomes at the end of a unit.

7. important to know and do Transfer Goal, BIG IDEAS/EUs Essential Questions worth being familiar with important knowledge and skills critical for life nice to know Establishing Curriculum Priorities How will I Assess? 7 Stage 2

8. worth being familiar with important to know & do enduring understanding traditional quizzes & tests paper/pencil selected-response constructed response performance tasks & projects open-ended complex authentic Assessment Types Curricular Priorities and Assessments Stage 2 8

9. Stage 2: Determining Acceptable Evidence Normal checks for understanding Observation and dialogue Test/quiz Academic prompt Performance task/project Collecting Diverse Evidence from Assessments 9

10. Snapshot vs. Photo Album Sound assessment requires multiple evidence over time - a photo album vs. a single snapshot

11. Coaching Think back to a time when you were coached…what did the coach do and not do that helped you to learn and to grow?

12. Two Key Assessment Purposes 12 * Assessment OF Learning Assessment FOR Learning Consider Formative Assessments to find out what students know and don’t know. Both are Needed

13. Ongoing assessment Provides specific, objective feedback Examples: observation, Think/write/share, Exit Cards, etc. Culminating Assess for degree of knowledge or skill Evaluative Examples: traditional unit tests, performance assessments, research papers, etc. 13 Formative and Summative

14. Consider: The latin root of assessment is “assidere”, which means, “to sit beside” From Assessment expert, Doug Reeves: “ Too often, educational tests, grades and report cards are treated by teachers as autopsies when they should be viewed as physicals.” (T/P/S)

15. Formative Assessment What is it? Assessment to “inform” instruction Used before instruction (pre-test) Used during instruction Not graded Collecting information before or during instruction that can be shared with students and used for improvement. Assessment to “inform” instruction Used before instruction (pre-test) Used during instruction Not graded Collecting information before or during instruction that can be shared with students and used for improvement.

16. Formative Assessments In-route checkpoints, frequently done Shows us the student’s life as a learner i.e., let’s us know what’s “inside their heads” Serves as an “early warning signal” Provides feedback to the student “Monitors” the learning and “adjusts” the instruction; teach it again another way, move on until another time or abandon it

17. Critical Component: the “Feedback Loop” If teachers take the time to use ongoing, formative assessments and do nothing with the results, it is NOT formative assessment!

18. Authentic Education 2007 18

19. Authentic Education 2007 19

20. Authentic Education 2007 20

21. Benefit to Teacher When teachers practice good formative assessment and students participate in it, both achievement and motivation increase. The effect of formative assessment can move students from the 50 th to the 75 th percentile on standardized tests. When teachers practice good formative assessment and students participate in it, both achievement and motivation increase. The effect of formative assessment can move students from the 50 th to the 75 th percentile on standardized tests.

22. Generating Ideas for Performance Tasks or Formative Assessments From the 6 Facets of Understanding Select One for Creating a Performance Task and/or a Formative Assessment 22

23. Now, we move on to Transfer Tasks (Summative Assessment) What are they? What is their purpose? How are they written? How are they related to the other stages/parts of UbD? What are some examples? When/How do I use these in a classroom? What are they? What is their purpose? How are they written? How are they related to the other stages/parts of UbD? What are some examples? When/How do I use these in a classroom?

24. Transfer Tasks “Common sense suggests that the ultimate test of genuine understanding concerns the ability to transfer: What can learners DO with what they have learned in school.” (Guide p. 92 2011) “Common sense suggests that the ultimate test of genuine understanding concerns the ability to transfer: What can learners DO with what they have learned in school.” (Guide p. 92 2011)

25. What is an “Authentic” Assessment? Students apply skill and knowledge Encourages written and oral expression Stems from criterion-referenced Rubrics Often become inter-disciplinary Involves problem-solving Involves a “target audience.” Someone else will benefit!

26. In other words, it answers the question: how do adults “use” my subject in real life?

27. Sheet rocking a Home - (Mathematics, grades 5-7) When contractors give us an estimate on home repairs, how can we know if the cost is reasonable? You have been asked by a homeowner to review a sheet- rocking contractor's proposal to determine whether he is being overcharged. (Students are given room dimensions and cost figures for materials, labor, and a 20% profit. ) Examine the proposal and write a letter to the homeowner providing your evaluation of the proposal. Be sure to show your calculations so that the homeowner will understand how you arrived at your conclusion. 27

28. Generating Ideas for Performance Tasks or Formative Assessments From the 6 Facets of Understanding Select One or more for Creating a Performance Task and/or a Formative - Assessment 28 TURN TO p. 155 TURN TO p. 155

29. Topic EXPLANATION Connect, describe, explain, inform, prove, persuade, teach, justify INTERPRETATION analyze, illustrate, interpret, make, sense, reveal, represent, show PERSPECTIVE Compare, critique, debate, test, evaluate, consider the various views SELF-KNOWLEDGE adjust, reflect upon, self assess, revise, recognize their habit EMPATHY empathize with, imagine, walk in the shoes, entertain the possibility APPLICATION Create, de-bug, construct, decide, design, demonstrate, guide, use, perform, propose, design, solve Facets of Understanding Wiggins and McTighe p. 156

30. 6 Facets of Understanding : Revealing Student Understanding through Assessment and Instruction – explanation – theories - ‘the why’ – interpretation – meaning, stories, translations – application – of knowledge in context – perspective – other points of view, critical stance – empathy – “walk in the shoes of...” – self-knowledge – wisdom, “knowing thyself”, aware of prejudice – explanation – theories - ‘the why’ – interpretation – meaning, stories, translations – application – of knowledge in context – perspective – other points of view, critical stance – empathy – “walk in the shoes of...” – self-knowledge – wisdom, “knowing thyself”, aware of prejudice 30

31. Brainstorm The Six Facets of Understanding Big Idea Interpretation Explanation Application Brainstorm a set of ideas for assessment using the six facets - Begin with the topic or understanding(s) from your unit. Empathy Self Knowledge Perspective 31 p. 157 - 165

32. What is GRASPS? G oal R ole A udience S ituation P roduct/Performance/Purpose S tandards and Criteria for Success G oal R ole A udience S ituation P roduct/Performance/Purpose S tandards and Criteria for Success 32 p. 168 - 174

33. Suggestion: Include criteria to address… 33 * Content Understanding Product/ Performance Quality p. 175 - 176

34. Key Validity Questions: 1. Could the performance be accomplished (or test be passed) without in-depth understanding? 2. Could the specific performance be poor, but the student still understands the ideas in question? Then the proposed performance will yield INVALID inferences about goals! 34 p. 177

35. Rubrics Use a rubric with specifications ! p. 181 How to grade? P. 188 – 191 Rubric Frame Work rubicon.com

36. (c) Frey & Fisher, 2008 TEACHER RESPONSIBILITY STUDENT RESPONSIBILITY Focus Lesson Guided Instruction “I do it” “We do it” “You do it together” Collaborative Independent “You do it alone ” A Structure for Instruction that Works

37. Key Ideas of Assessment Helping everyone understand excellence and improve is the primary goal of assessment. Feedback is central to learning. Assessment must include evidence from a variety of sources 37 Self –Assessment on page p. 180

38. With the members of your group, discuss:  the options for a performance task for your unit.  Using the information found on p. 155 – 179, using GRASPS and the blueprint on p. 176, design a performance task for your unit.