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Backward Design, Assessment, and Rubrics

Backward Design, Assessment, and Rubrics. Based on Understanding by Design By Grant Wiggins and Jay McTighe. Backward Design Process. Stage 1: Identify Desired Results Stage 2: Determine Acceptable Evidence Stage 3: Plan Learning Experiences and Instruction. Stage 1:.

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Backward Design, Assessment, and Rubrics

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  1. Backward Design, Assessment, and Rubrics Based on Understanding by Design By Grant Wiggins and Jay McTighe

  2. Backward Design Process Stage 1: Identify Desired Results Stage 2: Determine Acceptable Evidence Stage 3: Plan Learning Experiences and Instruction

  3. Stage 1: Identify Desired Results • What should students know, understand, and be able to do? WorthBeing familiar with Important to know and do “Enduring” Understanding

  4. Stage 1: “Enduring” Understanding • What are the “Big Ideas” and “Essential Questions” of the project, unit, or lesson? • What key knowledge and skills will the students acquire as a result of this unit? • Begin with the end in mind.

  5. Stage 2: Determine Acceptable Evidence • Think like an assessor and gather evidence at several points. • Traditional assessments used for essential knowledge and skills needed for the culminating performance.

  6. Stage 2: Assessment Evidence WorthBeing familiar with Assessment Types Traditional quizzes and tests - paper/pencil - selected response - constructed response Performance tasks and projects - open-ended - complex - authentic Important to know and do “Enduring” Understanding

  7. Stage 2: Performance tasks & projects Why Rubrics? • Make grading criteria known to students • Reduce teacher subjectivity • Maintain focus on content, performance standards, and student work

  8. Stage 2: Rubrics “Many rubrics describe a progression of skill from novice to expert. Our quest, however, is not for a rubric of skill development but for a rubric that combines insight and performance related to understanding of ideas and meaning.” (Wiggins and McTighe)

  9. Stage 3: Plan Learning Experiences and Instruction • Identify the facts, concepts, principles, and the procedures the students will need in order to complete performance task or project. • Identify content for direct teaching, coaching, and constructivist teaching. • Select activities, materials, and resources.

  10. Stage 3: Learning Activities: WHERETO What learning experiences and instruction will enable students to achieve the desired results? How will the design — W = help students know where the unit is going? H = hookall students and holdtheir interest? E = equip students, explore the issues, and experiencethe ideas? R = provide opportunities to rethinkand revise? E = allow students to exhibittheir understanding and evaluatetheir work? T = be tailored to the different needs, interests, and abilities of learners? O = be organizedto maximize initial and sustained engagement as well as effective learning?

  11. Stage 3: Chinese Proverbs I hear, I forget; I see, I remember; I do, I understand. Teachers open the door, but you must enter by yourself.

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