1 / 13

Understanding By Design BestPrep TIW

What’s next in UbD?. Understanding By Design BestPrep TIW. Step 1: Assessments Step 2: Alignment Step 3: Rubrics. Stage 2 Determine Acceptable Evidence or how the learning is assessed. Unit/Lesson Plan Template. Evidence of Understanding.

sebastian-moore
Download Presentation

Understanding By Design BestPrep TIW

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. What’s next in UbD? Understanding By Design BestPrep TIW

  2. Step 1: Assessments • Step 2: Alignment • Step 3: Rubrics Stage 2 Determine Acceptable Evidence or how the learning is assessed.

  3. Unit/Lesson Plan Template

  4. Evidence of Understanding • Once we know what we are going to teach (Stage 1) we need to avoid jumping to how to teach it (Stage 3). • The focus of Stage 2 is determining what qualifies as evidence or proof that what we identified as most important in Stage 1.

  5. Types of Assessments • Quiz and Tests • Academic Prompts • Performance Tasks • Informal Checks for Understanding

  6. Formative Assessments“Assessments for learning” • Carried out at the beginning or during a unit • Provide the opportunity for immediate evidence of student learning • Allows teachers to go back to a particular concept and provide add’l instruction or present it in a different manner

  7. Summative Assessments“Assessments of learning” • Provides accountability through comprehensive assessment. • Used to check the level of learning at the end of the unit • Reflects the cumulative nature of the learning that takes place in reaching the unit goals and objectives

  8. G = What is the goal of the task? What is it designed to assess? R = What real-world role will the student assume as he/she is performing the task? A = Who is the audience for the task? S = What is the situation that provides the context for the task? P = What is the product, performance or purpose that is required by the task? S = By what standards and criteria will the product, performance or purpose be judged? The GRASPS of a Performance Task

  9. Check for Alignment • Appropriate criteria highlight the most revealing and important aspects of the work (given the goals), not just those parts of the work that are merely easy to see or score. • The goal is to have at least one assessment per essential question.

  10. Rubrics • RubiStar • http://rubistar.4teachers.org/index.php • Rubrics 4 Teachers • http://www.rubrics4teachers.com/ • Rubrics for Classroom Teachers • http://www.uwstout.edu/soe/profdev/ • rubrics.shtml

  11. NETS Why??? • Creativity and Innovation • Communication and Collaboration • Research and Information Fluency • Critical Thinking, Problem Solving and Decision Making • Digital Citizenship • Technology Operation and Concepts

  12. Assessments • Select the formative and summative assessments that will be used as evidence to show student understanding. Also, • include the technology applied (if any) for the assessment • the NETS Students standard (if technology is applied) • Create rubrics for any performance assessments • These assessments will be included in your final unit/lesson plan.

More Related