1. Stage 2 Understanding by Design Assessment Evidence

2. Three Basic Questions -What do we need in order to understanding the learning goals? - What specific characteristics in student output should we focus on to determine if the desired results were achieved? (rubrics designed) -Do the assessments enable us to infer a student’s knowledge, skill, or understanding? (is it reliable and valid)

3. Activities Director vs. Assessor  Activities Director:  What would be fun and interesting on this topic?  What tests should I give based on content?  How will I give students a grade?  Assessor:  Given the goals, what performance task must anchor the unit?  Did the assessment reveal who really understood?  What would be sufficient and revealing evidence of understanding?

4. From Snapshot to Scrapbook  Assessments are more like a scrapbook of mementos and pictures than a single snapshot.  Rather than one assessment at the end, gather lots of evidence along the way.  We are referring to evidence gathered through a variety of formal and informal assessments during a unit of study

5. Kinds of evidence … Continuum of Assessments Informal checks for understanding Observations and dialogues Tests and quizzes Academic prompts Performance tasks

6. Performance Tasks  Understanding is revealed in performance.  Understanding is revealed as transferability of core ideas, knowledge and skill, on challenging tasks.  Assessments for understanding must be grounded in authentic performance-based tasks.

7. Things to keep in mind…  Designing assessments around problems not just exercises.  The performance should directly or indirectly require the students to address the essential questions.

8. Some open-ended prompts and performance tasks do not have a single answer, evaluation of student work is based on judgment guided by criteria.  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?

9. Rubric Design Two possible ways to look at this: 1)6-facets of Understanding 2)Bloom’s Taxonomy

10. 6-Facets of Understanding A student who really understands….  Can explain  Can interpret  Can apply  Sees in perspective  Demonstrates empathy  Reveals self-knowledge

11. Bloom’s Taxonomy A student who really understands….  Knowledge  Comprehension  Application  Analysis  Synthesis  Evaluation

12. BSSD thought - ‘when’ are students proficient? Advanced? * Proficiency:  demonstrating ownership of knowledge by applying (using) learning spontaneously or over time and/or by analyzing (taking apart) content.

13. Proficiency examples:  apply practice employ solve use demonstrate show report illustrate analyze dissect distinguish detect examine compare survey separate investigate contrast classify categorize

14. BSSD Thought Cont. * Advanced:  Synthesizing (Putting together of ideas into a new or unique product or plan) AND/OR Evaluating (judging and communicating the value of ideas/products on specific criteria)

15. Advanced examples:  discusses relates contrast abstracts judges disputes informs opinions create invent compose predict organize plan construct design modify imagine suppose improve produce Set up What if... judge decide evaluate critique justify debate verify argue recommend assess

16. Our Assessment Criteria  Assessments effectively guide and provide evidence for student achievement of established learning goals  Assessments measure understanding/learning according to Bloom’s Taxonomy or the 6-facets of Understanding  A variety of assessments are created to allow for differentiation, as well as, on-going feedback for specific learning goals (what students will know and be able to do)