UbD - Stage 2

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UbD - Stage 2

• Assessment Evidence

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Our Big Idea
Making Best Practices, Common Practice create a
variety of assessments, to be used throughout the
lesson, which are aligned with the learning goal
(unpacked standards)
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Our Essential Question

• What is the best way?

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Why Assess?

• Assessments are not just to provide a grade
• Purpose of assessment
• Determine if learner got itGather evidence
  which demonstrates learning outcomes were
  achieved
• Help teachers determine extent of student
  understanding
• Guide next steps of instructions
• Provide appropriate scaffolding/differentiated
  instruction for students throughout the learning
  experience
• Provide feedback to stakeholders
  (students/parents)

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3 Basic questions when designing assessments

1. What kinds of evidence do we need to demonstrate
   understanding of learning goals?
2. What specific characteristics in student
   responses, products, or performances should we
   examine to determine the extent to which the
   desired results were achieved (rubrics designed)
3. Does the proposed evidence enable us to infer
   students knowledge, skill, or understanding (is
   it reliable, valid, and differentiated)

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Kinds of evidence

• Continuum of Assessments

Informal checks for understanding
Observations and dialogues
Performance tasks
Tests and quizzes
Academic prompts
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What are the specific characteristics we are
looking for?

• Two possible ways to look at this
• 6-facets of understanding
• Blooms Taxonomy

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• Blooms Taxonomy

Knowledge
Application
Synthesis
Evaluation
Comprehension
Analysis
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Are the assessments reliable and valid?

• Reliable we have confidence in the pattern of
  results
• Valid
• Is the assessment fair?
• Is it measuring what you asked the student to
  learn?
• Is it measuring in a way which students can
  demonstrate understanding? (does it match their
  learning styles?)

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Our Big Idea
Make Best Practices, Common Practice
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• When speaking of evidence of understanding, we
  are referring to evidence gathered through a
  variety of formal and informal assessments during
  a unit of study

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Our Essential Question

• What is the BEST Way?

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Create assessments which.

• effectively guide and provide evidence for
  student achievement of established learning goals
• measure understanding/learning according to
  Blooms Taxonomy or the 6-facets of Understanding
• allow for differentiation, as well as, on-going
  feedback for specific learning goals (what
  students will know and be able to do)