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

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

“Enduring” Understanding 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.

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

Worth Being familiar with Important to know and do Assessment Evidence Stage 2: Worth Being 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

Performance tasks & projects Stage 2: Why Rubrics? Make grading criteria known to students Reduce teacher subjectivity Maintain focus on content, performance standards, and student work When students use rubrics regularly to judge their own work, they begin to accept more responsibility for the end product.

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)

Plan Learning Experiences and Instruction 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.

Learning Activities: WHERETO Stage 3: 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 = hook all students and hold their interest? E = equip students, explore the issues, and experience the ideas? R = provide opportunities to rethink and revise? E = allow students to exhibit their understanding and evaluate their work? T = be tailored to the different needs, interests, and abilities of learners? O = be organized to maximize initial and sustained engagement as well as effective learning?

Chinese Proverbs I hear, I forget; I see, I remember; 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.