1. Understanding by Design Day 2 Roosevelt Complex Secondary Science Training

2. Ground Rules

3. Desired Outcomes Awareness of the UbD philosophy on assessment. Awareness of the UbD philosophy on assessment. Awareness of the inquiry process. Awareness of the inquiry process. Awareness of the taxonomic levels and alignment. Awareness of the taxonomic levels and alignment.

4. Peer Consultation In small groups. In small groups. Presenters share his/her Stage 1 Presenters share his/her Stage 1 At this time, the Consultants listen and jot down questions or ideas At this time, the Consultants listen and jot down questions or ideas Consultants share their questions and ideas Consultants share their questions and ideas Presenters listen and jot down ideas Presenters listen and jot down ideas Presenters share their final thoughts Presenters share their final thoughts Share his/her commitment to improve their unit Share his/her commitment to improve their unit

5. Stage 2 Think like an assessor, not an activity designer. Think like an assessor, not an activity designer. Goal of Stage 2 is to obtain valid, reliable, credible, and useful evidence. Goal of Stage 2 is to obtain valid, reliable, credible, and useful evidence. Given the desired understanding, what evidence would show that they got it. Given the desired understanding, what evidence would show that they got it. Focus on transferability not only on accuracy of knowledge and skills. Focus on transferability not only on accuracy of knowledge and skills.

6. Two Approaches to Assessment Thinking like an assessor Thinking like an assessor What would be sufficient and revealing evidence of understanding? What would be sufficient and revealing evidence of understanding? Given the goals, what performance tasks must anchor the unit and focus the work? Given the goals, what performance tasks must anchor the unit and focus the work? What are the different types of evidence required by Stage 1 desired results? What are the different types of evidence required by Stage 1 desired results? Will the assessment reveal who real understood and who only seemed to? Will the assessment reveal who real understood and who only seemed to? Thinking like an activity designer Thinking like an activity designer What would be fun and interesting activities on this topic? What would be fun and interesting activities on this topic? What projects might students do on this topic? What projects might students do on this topic? What tests/questions should I give, based on the content I taught? What tests/questions should I give, based on the content I taught? How will I give the students a grade? How will I give the students a grade?

7. Authentic Assessment: Is set in a scenario that replicates or stimulates the ways in which a persons knowledge and abilities are tested in real- world situations? Is set in a scenario that replicates or stimulates the ways in which a persons knowledge and abilities are tested in real- world situations? Requires judgment and innovation. Will the students use their understanding and skills to solve a problem? Requires judgment and innovation. Will the students use their understanding and skills to solve a problem? Allows appropriate opportunities to rehearse, practice, consult resources, and get feedback. Allows appropriate opportunities to rehearse, practice, consult resources, and get feedback.

8. Continue Authentic Assessment: Asks students to do the subject instead of reciting, restating, or replicating through demonstration what he/she was taught or already knows. Asks students to do the subject instead of reciting, restating, or replicating through demonstration what he/she was taught or already knows. Allows students to pull together all of their understandings and skills to solve the problem rather then focus on discrete facts and drills. Allows students to pull together all of their understandings and skills to solve the problem rather then focus on discrete facts and drills. Its the game – not the drill. Its the game – not the drill.

9. Evidence of understanding Effective assessment is like a scrapbook not a single snapshot. Effective assessment is like a scrapbook not a single snapshot. Understanding is revealed as transferability of core ideas, knowledge, and skills during a challenging task in a variety of context. Understanding is revealed as transferability of core ideas, knowledge, and skills during a challenging task in a variety of context. Bloom: Assessment should include divergent thinking in which it is unlikely that the right solution to a problem can be set in advance. Bloom: Assessment should include divergent thinking in which it is unlikely that the right solution to a problem can be set in advance.

10. Kernel of Understanding Worth being familiar with Important to know and do Big Ideas and Enduring Understandings Traditional tests and quizzes Short answer Selected-response Constructed response Performance tasks and projects. Complex Open-ended Authentic

11. Continuum of Assessment Informal checks for understanding Informal checks for understanding Observations and dialogues Observations and dialogues Tests and quizzes Tests and quizzes Academic prompts Academic prompts Performance Tasks Performance Tasks

12. Other Criteria One assessment may not be enough to fully assess all of the big ideas and benchmarks. One assessment may not be enough to fully assess all of the big ideas and benchmarks. Performance assessment can be supplemented with: Performance assessment can be supplemented with: Tests Tests Quizzes Quizzes Other lab reports Other lab reports Activities Activities

13. Clear Target Observation of Process Dialogue with peers Presentations Observation log of group dialogue Observations of a performance Constructed Response Visual organizer/outline Story illustration Dialectical Journal Diagram Poster/letter to.. Collection of Products Conversations Listening to Learners Conferencing with teacher/peer Oral questioning Retelling in own words Journals Reflections

14. Tying Stage 1 and 2 Big Ideas and Essential Questions should be evident in the assessment. Big Ideas and Essential Questions should be evident in the assessment. Ensure that the big ideas and essential questions are prevalent in the performance assessment. Ensure that the big ideas and essential questions are prevalent in the performance assessment. Essential Questions can be directly or indirectly addressed in the assessment. Essential Questions can be directly or indirectly addressed in the assessment. Ensure that the identified skills and knowledge from stage 1 are prevalent in the performance assessment. Ensure that the identified skills and knowledge from stage 1 are prevalent in the performance assessment.

15. Stage 2 Example: Chemical Equilibrium : You are a researcher hired by a group of expert mountain climbers. Hypoxia is a set of symptoms that comes from lack of oxygen in body tissues. It is often felt by mountain climbers as they ascend. Sherpa seem to feel no hypoxic discomfort. Why might that be? You have been hired to find out… You are a researcher hired by a group of expert mountain climbers. Hypoxia is a set of symptoms that comes from lack of oxygen in body tissues. It is often felt by mountain climbers as they ascend. Sherpa seem to feel no hypoxic discomfort. Why might that be? You have been hired to find out… Design a series of experiments that would test the difference between Sherpa and mountain climbers. Design a series of experiments that would test the difference between Sherpa and mountain climbers. Criteria for submission: Criteria for submission: Use chemical equilibrium in your explanation Use chemical equilibrium in your explanation An explanation of what causes hypoxia. An explanation of what causes hypoxia. A hypothesis on why Sherpa are not affected. A hypothesis on why Sherpa are not affected. Details for experiments to test the hypothesis. Details for experiments to test the hypothesis. An explanation of any potential errors, concerns, or problems with the experiment. An explanation of any potential errors, concerns, or problems with the experiment.

16. Taxonomic Levels Performance Assessment should be at a higher level of thinking. Performance Assessment should be at a higher level of thinking. Assessments should allow students to: Assessments should allow students to: Analyze Analyze Synthesize Synthesize Apply Apply

17. Rubrics Must be used with UbD assessment since there is no one right answer. Must be used with UbD assessment since there is no one right answer. Should measure the quality of the student understanding, application, or analysis. Should measure the quality of the student understanding, application, or analysis. Criteria is not always the easiest to see (for example, number of pages, spelling, neat, etc.) Criteria is not always the easiest to see (for example, number of pages, spelling, neat, etc.)

18. Rubrics Types Types Holistic Holistic Analytic Analytic Traits Traits Frequency Frequency Understanding Understanding Accuracy Accuracy Effectiveness Effectiveness Independence Independence Clarity Clarity

19. Holistic vs. Analytic Holistic Holistic Focuses on the overall performance. Focuses on the overall performance. Analytic Analytic Focuses on parts of the performance. Focuses on parts of the performance.

20. Reliability and Validity Performance assessment and rubrics must be reviewed periodically. Performance assessment and rubrics must be reviewed periodically. Student work should be used to assess the quality of the UbD unit. Sharing with others is recommended. Student work should be used to assess the quality of the UbD unit. Sharing with others is recommended.

21. Valid Clear Target Observation of Process Dialogue with peers Presentations Observation log of group dialogue Observations of a performance Constructed Response Visual organizer/outline Story illustration Dialectical Journal Diagram Poster/letter to.. Collection of Products Conversations Listening to Learners Conferencing with teacher/peer Oral questioning Retelling in own words Journals Reflections

22. Questions?

23. Peer Consultation Gallery Walk Gallery Walk Complete your UbD unit up to Stage 2 Complete your UbD unit up to Stage 2 Present your units by subject area Present your units by subject area Take a look at other units Take a look at other units Use the post it notes to leave Use the post it notes to leave 1. 1 P ositive comment about the unit 2. 1 Q uestion about the unit 3. 1 S uggestion for improvement about the unit