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

4. 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

5. “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.

6. 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.

7. 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

8. 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.

9. 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)

10. 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.

11. 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?

12. 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.