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Understanding by Design

Understanding by Design. Stage 2 Assessment Evidence. Key principle: Start from the end…. In order to begin, we must start at the end: Clarify results and evidence of them before designing lessons. UbD is a way of thinking more carefully about design; it is NOT a program.

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Understanding by Design

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  1. Understanding by Design Stage 2 Assessment Evidence

  2. Key principle: Start from the end… • In order to begin, we must start at the end: Clarify results and evidence of them before designing lessons. • UbD is a way of thinking more carefully about design; it is NOT a program. • Thinking like an assessor (notan activity planner) is key to effective design • The work is only “coverage” or “activities” unless focused on big ideas and essential questions that are related to a unit’s standards, goals, outcomes.

  3. What is a course (or learning module)? • Is a “Course” the same as a… • The textbook? No, that’s a resource • The activities? No, these are steps • The content? No, this is to be mastered • What is the BIG difference between just knowing and really understanding?

  4. The Three Stages of Backward Design

  5. Stage 2- Determine Acceptable Evidence • Before we plan the activities and lessons, we must plan the assessment. • Planning the assessment makes possible a logical, orderly progression of activities, specifically designed to meet their target.

  6. Stage 2- Determine Acceptable Evidence • Assessments are too often created without carefully considering the evidence needed or only as a means for generating grades. • Instead, we need to ask: How do we know that the learner… • met the goal through performance? • grasped the understandings? • deeply considered the essential questions?

  7. Think like an Assessor, not an “Activity” Planner

  8. Stage 2- Determine Acceptable Evidence • Understanding develops as a result of ongoing inquiry. • Think of effective assessment like a collection of mementos and pictures, rather than a single snapshot. • Gather lots of informal evidence along the way in a variety of formats! • Use the continuum on the next slide as a guide.

  9. Continuum of Assessment Think of anchoring your unit with a performance task. But use Other Evidence along the way (i.e. yes, you can use quizzes and tests) Informal checks for understanding Observations and dialogues Performance tasks Academic prompts Tests and quizzes Other evidence

  10. What should a Performance Task ask learners to do? • Contextualize it to a real-world situation. • Require learners to use judgment and innovation. • Call for exploration of the subject as anyone in a professional fieldwould. • Replicate challenging situations in which people are truly “tested” in life and work. • Compel learners to use a repertoire of knowledge and skills to negotiate a task • Allow opportunities to rehearse, practice, consult resources, get feedback, and refine performance. • Use the Six Facets of Understanding (or Bloom’s Taxonomy)

  11. The Six Facets of UnderstandingUse these when generating ideas for Performance Tasks! When we truly understand, we can… • Explain(generalize, connect, provide examples) • Interpret(tell accessible stories, provide dimension) • Apply(use what we know in real contexts) • Exercise Perspective(have points of view through critical eyes) • Empathize(walk in another person’s shoes, get inside another’s feelings or worldview) • Seek Self-knowledge(metacognitiveawareness, reflect on meaning of learning and experience ) These are excellent starting points for performance tasks!

  12. Creating Assessment Ideas from Six Facets of Understanding If the desired result for learners is to (+ “understand that…”) …and seriously consider (the questions…), …then you need evidence of the learner’s ability to(+ performance verb)

  13. How can I create an authentic Performance Task that fosters understanding?Use GRASPS to assist in the creation! • G - Goal (What task do I want the learners to achieve?) • R - Role (What’s the learner’s role in the task?) • A - Audience (Who is the learner’s target audience?) • S - Situation (What’s the context? The challenge?) • P - Performance (What will the learners create/develop?) • S - Standards (On what criteria will they be judged?) Remember: Make the tasks real world problems to solve!

  14. Examples of Authentic Tasks • http://questgarden.com/author/members.php • http://jfmueller.faculty.noctrl.edu/toolbox/examples/draftingkoeppen00/creatingfloorplan.htm

  15. Understanding by Design Stage 3 The Learning Plan

  16. Note on WHERETO • This is NOT a recipe, formula, or prescribed sequence • It is, like the Six Facets, a way of judging, assessing, and testing lessons and units. • It’s up to you to decide how the WHERETO elements should be combined and ordered. You are the designer!

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