Assessmet power point handout

Assessment and Learning Principles
Within Understanding by Design

Effective Assessments and Learning Welcome
Principles in an Understanding based
•  Please introduce yourself to your table mates
Classroom
and tell them what you teach and where.

•  Tell them something interesting about yourself
National Education Conference professionally.
Manila
•  When you’ve finished, please select someone to
April 6 and 7, 2011 be a table facilitator for the day.

Facilitator •  There will be a second facilitator, a UbD teacher
Janie Ray Smith leader who will rotate among tables close to you.
ASCD Faculty, UbD Cadre
2

– Review and refine your thinking and
practice about using Understanding by
-- Learn and use performance assessment
Design (UbD) as a curriculum framework
and instructional planning process. strategies that lead to authentic
assessment.
– Understand and use the principles of
effective classroom assessment as they -- Maintain focus on developing
apply to UbD and best practice understanding based classroom through
assessment philosophy. use of learning principles of acquisition,
– recognize and create varied meaning making, and transfer.
assessments of, for, and engaging
learning. 3 4

Understanding by Design: Understanding by Design
Backward Design
•  An 11-year national and international effort in
improving the design skills of educators
–  UbD is a textbook in over 300 school of
education courses
–  The text is in the hands of over 700,000
educators
–  UbD has been used by NSF, National
Geographic, the Peace Corps, ACTFL, and
other national groups as a basis for
curriculum design

5 6

©Grant Wiggins and Jay McTighe, Janie Smith, ASCD
1


Basic Rationale for Unit Planning Understanding by Design is
using UbD

!  Overcoming the prevalence of “Aimless ! A way of thinking about getting students to
Activity” and “Superficial Coverage” explore the most important questions and
concepts in their subjects in school
!  Moving beyond micro-managing of

teaching via discrete lesson plans
! A framework to help students transfer
!  A focus on big ideas and complex
knowledge and skill into novel contexts that
performance leading to understanding require understanding through explanation,
interpretation, application, empathy,
perspective, or self-knowledge
7 8
7

KEY: 3 Stages of
(“Backward”) Design What we typically do:
1. Identify desire results Identify content
Without checking for !
alignment!

2. Determine Acceptable Evidence Brainstorm activities & methods
Without checking for !
3. Plan learning experiences alignment!

& instruction Come up with an assessment
9 10
10

Why
Understanding is transfer-
UbD big idea If not…
important? ability:
Plans need to be
Aimless activity
Backward Design well aligned to be Understanding reveals itself as transfer: an
effective & coverage ! 
appropriate and effective use of knowledge and
It is the essence of skill, on one’s own; using good judgment, with
understanding and Students fail to apply,
Transfer as goal the point of poor results on tests
minimal cues and prompting, in various important
schooling situations, about which content is needed when
that’s how transfer Learning is and why.
happens, makes fragmented,
Focus on big ideaslearning more more difficult,
connected less engaging !  Without such understanding, we see:
!  rigid knowledge – Whitehead’s “inert” ideas
that’s what is most You lose many kids
Meaningful learning
engaging and inviting over time
!  Student inability to see how the new task or situation is
related to prior ones; it just looks new and strange
11 12
!  Persistent misunderstanding of key ideas.

2


Transfer: We often confuse the
drills with the game in planning Writing a transfer goal

!  ‘Drill-tests’ - test !  The ‘game’ - real
items/exercises task, problems •  Students will be able to use their
Out of context In context, with all
!  ! 
its messiness and understanding and solve problems
Discrete, isolated
on their own, and in real-world
! 
interest value
element
Requires a
situations
! 
!  Unrealistically set up repertoire, used
and prompted wisely
!  Doesn’t transfer !  Not prompted: you
without practice in judge what to do,
adapting it to new when
situations
13 14
13

Simple Examples of Transfer
Transfer Goals •  After learning and studying Newton’s 3 laws, solve a
never-before-encountered roller-coaster or ballistics
problem.
•  What novel/creative/future uses of
‘content’ do want to prepare students •  After learning different forms of persuasive writing,
for? tackle new and varied audience/purpose situations
where someone is to be persuaded.
•  What are the long-term complex •  After learning about the 3 branches of government,
performance goals that school and your propose a policy/solution to a current related issue
subjects are in business to cause?
•  After reading Scarlet Letter, compare and contrast it to
•  What do experts do with their a modern public shaming.
expertise? •  Each new game/new opponent in an athletic season
•  Novel and realistic challenges of language and culture
in a real or simulated interaction.
15 16

The Uses of UbD Uses of UbD
As a framework to plan:
!  Curriculum To promote transfer and
retention of learning through
!  Assessment
development of in-depth
!  Instruction understanding

17 18

3


UbD as a Curriculum
Framework
•  Effective Assessment that measure
For designing: specific learning targets. (Stage 1)
!  Programs
!  Courses or grade level subjects •  Learning Principles: Acquisition, Meaning
!  Specific units of study Making, and Transfer that lead students to
!  Daily lessons understanding. (Stage 3)

19 20

Our “Understandings”
Essential Questions for the Day
about classroom assessment:
•  How can we use formative assessments to Participants will understand that effective
guide both teachers and students in assessment :
progressing toward desired results? •  Is aligned with standards, curriculum, and
instruction. (Stage 1 and 3 alignment)
•  How can we use authentic performance
•  Enables All students to demonstrate what they
assessments to assess understanding and know and can do.
transfer? •  Guides teaching and learning. It is about more
•  How can using AMT learning principles in than grades for the grade book.
classroom activities lead to understanding, •  Produces valid and reliable results about student
learning.
transfer, and retention
•  Is considered relevant and worthwhile by students
21
in providing guidance and feedback. 22

Principles of Effective Classroom Principles of Effective Classroom
Assessment Assessment, con’t,
-Assessments should be used as a teaching –  Assessments should be matched to standards and
and learning tool for teachers and students goals of the unit.

-Assessment is an on-going process which –  Teachers should define what evidence they will
provides feedback to students. accept that demonstrates proficiency (to show what
they know and are able to do).
-Teachers should use a variety of assessments
over time. –  Assessments should be put into context as they
relate to standards, benchmarks, and lessons.
-Teachers should communicate expectations –  Assessment tools should be equitable
for performances from the “get go”.
23 24

4


Stage 2 – Assessment
3 Stages of Design
Evidence
• Template fields ask:
1. Identify desired results –  How will I pre assess my students related to what they
already know and can do related to the unit topic?
What will I do with this information
2. Determine acceptable evidence –  What are key complex performance tasks indicative of
understanding?
–  What other evidence will be collected to build the case
3. Plan learning experiences
for understanding, knowledge, and skill?
& instruction
–  How will I check for understanding of daily lesson
25
goals and how will students self-assess? 26

Two Views of Assessment -- ONGOING ASSESSMENT
Assessment is for: Assessment is
Gate keeping for:
Some teachers Some teachers
Judging Nurturing talk about--- talk about---
Right Answers Guiding
VS.
Control Self-Reflection
Comparison to Information LEARNING GRADES
others Comparison to
Use with single task •  Can these two coexist peacefully?
activities Use over multiple •  Should one receive emphasis over the other?
activities
27 28
27

Use Formative and Summative
assessments serve Assessments
Formative Assessment
(Assessment FOR Learning) Summative Assessment
different purposes… •  Assessment occurring during
•  (Assessment OF Learning)
the process of a unit or a
course. During the formation •  The assessment done at the
of a concept or item. Answers end of a unit, course, grade
question: How are students level. Provides a final
doing? What are they summation of learning.
learning? What
misconceptions do they
have? •  End of chapter, final exam,
final draft of writing portfolio,
•  Quiz, teacher observations, senior exhibition.
mid-unit test, one-minute
essay
•  The adding-up or summary
•  Gives feedback to either the stage. Summarizes the
teacher or student (or both)
29 on what revisions to make to learning for both the teacher
30
teaching or to student work. and the student.

5


Formative assessment critical
•  We do too much “testing” and not enough
“feedback giving” Most teachers assess students at the
–  The research is clear: lots of formative end of an instructional unit or sequence.
assessment and opportunities to use it is key
When assessment and instruction are
to the greatest gains in learning, as measured interwoven, both the students and the
on conventional tests teacher benefit. The next slide suggests
•  See Black and William, “Inside the Black Box” in a diagnostic continuum for
the Kappan; and How People Learn, Bransford et ongoing assessment.
al.

31 32
32

On-going Assessment:
A Diagnostic Continuum

Feedback and Goal Setting In the packet that you printed out
Pre-assessment Formative Assessment Summative Assessment
(Finding Out) (Keeping Track & Checking -up) (Making sure)

Pre-test Conference Exit Card
SEE HANDOUTS ON
Unit Test
Graphing for Greatness
Inventory
KWL
Peer evaluation
3-minute pause
Observation
Portfolio Check
Quiz
Journal Entry
Performance Task
Product/Exhibit TYPES OF ASSESSMENT AND
Demonstration
Checklist
Observation
Talk around
Questioning
Self-evaluation Portfolio Review
SELF ASSESSMENT SURVEY:
Self-evaluation
Questioning
COMPLETE THE SURVEY
33 34
33

Where Are You in Your Journey
Toward Becoming an Effective
Assessor?
•  Given this short introduction on assessment, use your
Designing Multiple Kinds of answers to the following questions to determine your
goals during this day’s focus on assessment. Please
Assessments within a Unit enter these on your own note paper .
1. What are my strengths in developing assessments?
As we begin the design process, all 2. What are my assessment weaknesses that I would
assessments will be aligned with Stage 1 of like to improve?
your unit that you brought or you may
choose a sample unit on your table that you This is your break ticket!! Write your responses on an index
card and turn in to your table facilitator as you leave for a 15
believe you could teach. Read through the minute break. Names are not necessary.
Stage 1 design carefully. 36

6


Diagnostic or Pre-assessment
Is... Pre-Assessment
Any method, strategy or process used to determine a •  What the student already knows about what is being
student’s current level of readiness or interest in order to planned
plan for appropriate instruction. •  What standards, objectives, concepts & skills the
individual student understands
•  provides data to determine options for students •  What further instruction and opportunities for mastery
•  helps determine differences before planning are needed
• helps teacher design activities that are respectful and •  What requires re-teaching or enhancement
challenging
•  What areas of interests and feelings are in the
• allows teachers to meet students where they are different areas of the study
• identifies starting point for instruction •  How to set up flexible groups: Whole, individual,
• identifies learning gaps partner, or small group
• makes efficient use of instructional time
37 38

Common Types of Readiness or Determining the use
Pre- Assessments Of pre-assessments
•  K-W-L Check •  These are to inform the teacher about upcoming
•  Pre-test instruction in the unit.
•  Skills Check •  Adjustments in strategies should be made based
•  Misconception check on an analysis of prior knowledge of concepts
•  Writing samples or journal with prompt and skills for both the class and individual
•  Mind mapping (graphic organizer) students.
•  Checklist through observation, cruising •  Traditional grading is not appropriate for pre-
•  Student products and work samples assessments.
•  Interviews or oral defense •  The pre-assessment can be part of the last unit
•  Draw what you know summation or part of the introduction of the new
•  Anticipation/reaction guide unit.
39 40
•  Informal Q and A

Constructing Pre-assessments Data Use and Feedback to
For Readiness or Diagnosis Students on Pre Assessment
•  Given the previous information, examine your Stage 1 •  How might you use the data from this
design for the unit you will be teaching. assessment to make instructional decisions
•  Identify the key concepts, knowledge and skills that are about teaching the unit?
defined as desired results.
•  What are some instructional or classroom
•  Construct one or more pre-assessments to determine
what students already know about the key concepts, organizational approaches (groupings,
knowledge and skills. Place this in the appropriate box strategies, materials) you might use to address
on the unit template. the data.
•  Determine how you will organize this information about •  What kind of feedback might you give to
the class and how you will use it to adjust plans for students regarding their performance on the pre-
instruction. assessment?
Discuss these questions with a colleague in your
Use the Stage 2 and 3 template on your table 41 table group . 42

7


Checking for Understanding
Of Pre-Assessment Design
Using one of the following prompts, demonstrate
what you now understand about pre-
assessments: Formative Assessment Including
•  Write a 3 minute essay of what you now Ongoing Assessment
understand about pre-assessments
•  Answer the 3-2-1 questions as follows: This is assessment OF learning and as
ENGAGEMENT
3 things I now understand about pre-assessment
Assessment is part of the teaching and
2 things I want to learn more about in pre-assessing learning cycle and should occur in
1 thing I’m not sure about designing pre-assessments every lesson.

43

Formative Assessment is
Formative Assessment Is...
Assessment for Learning
A process of accumulating information about a student’s
progress to help make instructional decisions that will
improve his/her understandings and achievement levels.
“formative” and “diagnostic” is feedback and
guidance for learners and their teachers or •  Depicts student’s life as a learner
“coaches”. •  used to make instructional adjustments
•  alerts the teacher about student misconceptions
•  The purpose, not the format or content, is “early warning signal”
what determines whether an assessment •  allows students to build on previous experiences
•  provides regular feedback
is summative (of learning) vs. formative
•  provides evidence of progress
(for learning) •  aligns with instructional/curricular outcomes

45 46

Characteristics of Effective THINKING ABOUT
Formative Assessment ON-GOING ASSESSMENT
STUDENT DATA TEACHER DATA
•  Specific and targeted user-friendly SOURCES MECHANISMS
feedback 1.  Journal entry 1.  Anecdotal records
2.  Short answer test 2.  Observation by checklist
•  Helpful advice, based on the feedback; 3.  Open response test 3.  Skills checklist
and opportunities to use it. 4.  Home learning 4.  Class discussion
5.  Notebook 5.  Small group interaction
•  Reflects long term not just recent short- 6.  Oral response 6.  Teacher – student
term learning goals 7.  Portfolio entry conference
•  Low stakes; emphasis is on helpful, 8.  Exhibition 7.  Assessment stations
9.  Culminating product 8.  Exit cards
honest feedback/self-assessment 9.  Problem posing
10.  Question writing
•  Informs subsequent instruction. 11.  Problem solving 10. Performance tasks and
47
rubrics 48

8


Determining Needed Formative What are some types of formative
Assessments for your Unit based assessment you want to use and are
On Stage 1 comfortable using?
Using the chart you just completed on the need for
•  Continue reviewing your Stage 1 design for the
formative assessments, identify types of
upcoming unit you will be teaching.
assessments and the purpose of the
•  Identify key understandings, essential questions assessments you have in mind? For instance,
and concepts or knowledge and skills that you
how will you determine students’ ability to use
should examine progress toward the goals of
key vocabulary, what type of preliminary review
Stage 1. Some of these assessments might be
ongoing and some might be pre-cursors to and feedback will you give on writing
summative evaluations. assignments, performance tasks? How will you
Use the Stage 2 template to outline what formative
assess understandings, essential questions,
assessments you think you need. prior to the summative performance tasks?
49 50

Some examples of
Formative and ongoing differentiated assessments
assessment are engaging which could be formative or
learning activities summative to assess
The key criteria in making an progress toward
activity an assessment is the
kind feedback given to students
understandings
52

Beyond IQ STERNBERG’S INTELLIGENCES
•  Robert Sternberg ANALYTICAL Linear – Schoolhouse Smart - Sequential

use of intellect rather than quantity of it PRACTICAL Street smart – Contextual – Focus on Use

intelligence as problem-solving CREATIVE Innovator – Outside the Box – What If

analytical An idea for assessing students according to Sternberg’s intelligences
would be to use the following scenario:
practical Triarchic Theory! Imagine you are driving with your parents and they are listening to the
radio. An interesting piece comes on about something you do not know. As
creative you listen, you get more and more interested. What do you want to know?
Do you want to know all the little details that go into it?
Do you want to know how it is being used?
Do you want to know only enough information to think of other
things to do?
Students who choose the first question fall into the analytic intelligence, the
second corresponds to practical and those who choose the final question
53 are the creative learners. 54
54

9


Thinking About the Sternberg Intelligences
ANALYTICAL Linear – Schoolhouse Smart - Sequential
Show the parts of _________ and how they work.
Biology
Explain why _______ works the way it does.
Diagram how __________ affects __________________.
Identify the key parts of _____________________.
Present a step-by-step approach to _________________.

PRACTICAL Street-smart – Contextual – Focus on Use
Analytical
Demonstrate how someone uses ________ in their life or work.
Use a cause/effect chain or some other
Show how we could apply _____ to solve this real life problem ____. format you develop to show how each
Based on your own experience, explain how _____ can be used.
Here’s a problem at school, ________. Using your knowledge of
part of a cell affects other parts as well
______________, develop a plan to address the problem. as the whole. Use labels, directional
CREATIVE Innovator – Outside the Box – What If - Improver markers, and other symbols as
Find a new way to show _____________.
appropriate to ensure that someone
Use unusual materials to explain ________________. who is pretty clueless about how a cell
Use humor to show ____________________.
Explain (show) a new and better way to ____________.
works will be enlightened after they
Make connections between _____ and _____ to help us understand ____________. study your work.
Become a ____ and use your “new” perspectives to help us think about
____________. 55 56
55

Biology Biology
Practical
Look around you in your world or the broader world
Creative
for systems that could serve as analogies for the Use unlikely stuff to depict the structure and
cell. Select your best analogy (“best” meaning most function of the cell, with emphasis on
clearly matched, most explanatory or enlightening). interrelationships among each of the parts.
Devise a way to make the analogy clear and visible You should select your materials carefully to
to an audience of your peers, ensuring that they will reveal something important about the cell, its
develop clearer and richer insights about how a cell parts, and/or their interrelationships. Your
works by sharing in your work. Be sure to
emphasize both the individual functions of cell parts “ahas” should trigger ours.
and the interrelationships among the parts.

57 58

Learning Modalities Parallel Lines Cut by a Transversal
•  Visual: Make posters showing all the
Visual angle relations formed by a pair of parallel
lines cut by a transversal. Be sure to color
Auditory code definitions and angles, and state the
relationships between all possible angles.
Kinesthetic
1
2 3
4
5
6 8
7

59 60

10


Parallel Lines Cut by a Transversal Parallel Lines Cut by a
•  Auditory: Play “Shout Out!!” Given the
Transversal
diagram below and commands on strips of paper •  Kinesthetic: Walk It
(with correct answers provided), players take Tape the diagram below
on the floor with
turns being the leader to read a command. The masking tape. Two 1
first player to shout out a correct answer to the players stand in 2
4
3

command, receives a point. The next player assigned angles. As a 5
team, they have to tell 6 8
becomes the next leader. Possible commands: what they are called 7

–  Name an angle supplementary (i.e.: vertical angles)
supplementary to angle 1. and their relationships
2
1
3 (i.e.: congruent). Use
–  Name an angle congruent 5 4 all angle combinations,
6 8
to angle 2. 7 even if there is not a
name or relationship.
Smith & Smart, 2005 61 (i.e.: 2 and 7) Smith & Smart, 2005
62

The Road Not Taken The Road Not Taken
10th Grade English
10th Grade English
"  Research Frost’s life, making a “stepping stones” diagram of
his life, similar to the ones you created for your own life earlier
The task card reads: this month.
We have been working with how writers’ lives (and ours) are "  Develop a sounds cape which takes us along Frost’s “journey
like metaphors which they (we) create through actions an deeds in the woods” using music, found sounds, sound effects, and
—including writing. Robert Frost wrote a poem called “The appropriate mime, body sculpture or narration to help your
Road Not Taken.” Your task is to analyze the poem as a audience understand the feelings which a “journeyer in the
woods” would have as they come to straight places,
metaphor for Frost’s life. To do that, you should: landmarks, decision points, etc.
"  Find the poem, read it, interpret it, and reach consensus on what’s "  Create an “overlay” of his life and the poem, using words and
going on with it and what it means. images in such a way that they illustrate the metaphorical
relationships between the two.
"  Transfer the key ideas in the poem to the life and experience
of a noted person about whom we are all likely to know a bit –
and about whom we are likely to be able to learn a bit more.
Your “transfer” must be shared with the class in a way which
is clear in regard to the person and the poem, and clarifying in
regard to ways in which literature can help us understand
63 ourselves. 64
64

The Road Not Taken Design an engaging assessment
10th Grade English where there are options for
demonstrating learning
•  Using the examples you have just seen:
"  Be certain that your final products demonstrate your understanding
of metaphor, the relationship between varied art forms in
communicating human meaning, and details of the people and Sternberg’s Triarchic or Learning Modalities
poem with whom/which you are working.
"  As usual, you should appoint a group leader and materials monitor. Visual, Auditory, and kinesthetic,
Determine the best roles for each person in your group to play in
completing your task. Develop a written work plan, including a
timeline and group conference times. In the end, be ready to share
design an assessment based on a
the rubric by which your group’s work should be assessed component in Stage 1- either an
(including required elements as well as your own sense of what else
constitutes an appropriate product.) You may have up to 30
minutes to make your presentation(s) – plus a ten minute question
understanding or essential question. Enter
exchange with others in the class who view your work. this on your template
65
You have 12 minutes for this task. 66

11


Some other types of formative Other formative Assessment Strategies
assessments to use for exercises or and Checks for Understanding
checks for understandings
Work alone or with a partner.
The following slides provide information on •  Read over the examples in the next
some types of formative assessments that 12 slides.
may be new to you. We will review and •  Make note of any questions you may
discuss these using a jigsaw approach. have.
•  How could you use these strategies
to drive instruction?
•  How will ongoing assessment help
you teach for success?
67 68

YES

Squaring Off Yes/No Cards NO
•  Using a 4x6 index card the student writes YES on one side
Whole Group Assessment and NO on the other.
1. Place a card in each corner of the room with one of the following
words or phrases that are effective ways to group according to •  When a question is asked the students hold up YES or NO.
learner knowledge. 1.  Ask the students if they know the following vocabulary
Rarely ever Sometimes Often I have it! words and what they mean.
Dirt road Paved road Highway Yellow brick road 2.  Call out a word. If a student is holding a YES they may be
2.  Tell the students to go to the corner of the room that matches called on to give the correct answer.
their place in the learning journey. 3.  Remind them that if they don’t know the words it is OK
3.  Participants go to the corner that most closely matches their because they will be learning them.
own learning status and discuss what they know about the topic
and why they chose to go there. 4.  You can do the same thing with conceptual ideas, etc.

Gregory, G.H. & Chapman, C. (2001). Differentiated Instructional Strategies: One Size Doesn’t Fit All.
Thousand Oaks CA: Corwin Press. 69 Gregory, G.H. & Chapman, C. (2001). Differentiated Instructional Strategies: One Size Doesn’t 70
Fit All. Thousand Oaks CA: Corwin Press. 70

Thumb It! Fist of Five
•  Have students respond with the position of their Show the number of fingers on a scale, with 1
thumb to get an assessment of what their current being lowest and 5 the highest.
understanding of a topic being studied.
•  Where I am now in my understanding of ______? Ask, How well do you feel you know this
information?
5.  I know it so well I could explain it to anyone.
Up Sideways Down 5.  I can do it alone.
Full Speed Ahead! Slow Down, I’m getting Stop! I’m lost. 5.  I need some help.
confused. 5.  I could use more practice.
1. I am only beginning.

71 Gregory, G.H. & Chapman, C. (2001). Differentiated Instructional Strategies: One Size Doesn’t
72
Fit All. Thousand Oaks CA: Corwin Press.

12


Assessment Strategies to Support Success
1. Whip Around: Assessment) Assessment Strategies to Support Success
•  Teacher poses question
•  Students write response 3. Quartet Quiz: (Assessment)
•  Students read written responses rapidly, in –  Teacher poses question
specified order.
–  Students write/prepare response
•  Teacher takes notes
•  Develop closure / clarification / summary –  Students meet in quads and check
answers
2. Status checks: (Assessment) –  Summarizer reports, “We know/ We
•  Thumbs up/thumbs down/ wiggle palm wonder”
•  Colored cards (red, green, yellow) –  Teacher records on board
•  Windshield
–  Closure/clarification/next steps
– 
73 74

Assessment Strategies to Support Success Directions: Complete the chart to show what you
know about Civil Rights.
4. Jigsaw Check: (Review/Assessment)
•  Teacher assigns students to groups of 5-6 Write as much as you can.
•  Teacher gives each student a question card, posing a Key
understanding question
•  Students read their question to group Definition Information
•  Scorecard Keeper records # of students for each question who
are:
•  Really sure
•  Pretty sure
•  Foggy
•  clueless Patriotism
•  Students scramble to groups with same question they have/ Examples Non-Examples
prepare solid answer
•  Go back to original groups, share answers
•  Re-read questions
•  Re-do scoreboard
•  Report before and after scoreboards 75 76

Journal Prompts for Ongoing
Assessment
PICTURE WORDS A. Write a step by step B. Write a set of directions
set of directions, for someone who is
including diagrams going to solve a problem
in their life by using the
and computations, to kind of math problem
show someone who we’ve studied this week.
has been absent how Explain their problem
Variables to do the kind of first. Be sure the
directions address their
problem we’ve problem, not just the
worked with this computations.
week.

77 78

13


Checks for Understanding and Self
Assessment Teacher prepared pretests
KWL charts and other graphic organizers
•  Student rubric Writing prompts/samples
Questioning
•  Check list Guess Box
Picture Interpretation
•  Journal entries for reflection Prediction
•  Informal checks for understanding Teacher observation/checklists
Student demonstrations and discussions
-Hand signals Initiating activities
Informational surveys/Questionnaires/Inventories
-Index card summaries and questions (3-2-1, big Student interviews
ideas of lesson, something you don’t fully Student products and work samples
Self-evaluations
understand. Portfolio analysis
-Think and draw Game activities
Show of hands to determine understanding
•  Web or concept map Drawing related to topic or content
Standardized test information
•  Two minutes essay Anticipation journals
79 80

Checks for Understanding and More Traditional Formative
Self Assessments Assessments
Using your Stage 2 template, list 5 or There are times within when a daily quiz or
more checks for understanding or self short answer or multiple choice formative
assessments you can use at the end assessment is appropriate. For example,
vocabulary quiz, timelines, problems, etc.
of daily lessons in your unit on a
specific component of Stage 1. List and specific traditional paper and pen
assessments on knowledge and skill from
Stage 1 on your Stage 2 template.

81 82

Why have students self assess
and reflect on their learning?
•  To gain insight into how sophisticated and
accurate a student’s view is of the tasks,
criteria, and standards he or she is to
master (for both the student’s and teacher’s
Student Self Assessment benefit)
•  To evaluate ongoing progress
•  To establish goals for improvement
•  To identify prejudices and habits related to
learning
84

14


The goal of self assessment Types of Self Assessments
and reflection and Reflections
1. Rubrics and other scoring tools to evaluate
•  The long term goal is for students to understanding of content and skills that are used
practice enough self assessment by both the teacher and the student for both
specific tasks and long term progress
(developed by the teacher and under the
2. Self reflections about the process and products
teacher’s guidance) to create their own of their work and learning prejudices
assessments or checklist about their 3. Ongoing short self assessments and reflections
progress, evaluate their performance, and to determine the level of understanding and
require the student to be self-critical in daily
set goals independently
lessons and activities
85 86

6 Steps in Using Rubrics Some criteria to consider for
to Improve Proficiency habits of mind rubrics
1.  Involve students in developing the rubric •  I am aware of my own thinking.
2.  Teach students to apply the criteria •  I plan carefully before I begin work.
3.  Give students a new task to perform •  I am aware of available resources that
4.  Teach students to evaluate the performances could help me complete a task.
of peers or have students evaluate their own •  I listen to and evaluate feedback to decide
performance if I need to change my approach to a task.
5.  Give students feedback on their self-evaluation •  I evaluate how well I am doing.
6.  Help students develop plans for improvement

Fairfax Co Public Schools. Performance
Assessing Student Outcomes,
Assessment for Language Students 87 88
Marzano, Pickering, McTighe. 1993

Some criteria to consider Where to use self assessments and
for habits of mind rubrics reflections in the design process
•  I am accurate in my work. •  In gathering evidence of a student’s
•  I am clear in my work. understanding (as part of stage 2) as part
of performance tasks or other evidence
•  I am open-minded.
•  In designing lessons and activities which
•  I avoid acting without thinking. will provide students ongoing feedback on
•  I state my ideas or opinion if the issue or there progress at the beginning, middle
situation warrants it. and end of units
•  I am sensitive to the feelings, knowledge, •  In having students reflect, over time, their
and abilities of others. progress toward meeting standards,
learning goals, and habits of learning
Assessing Student Outcomes.
89 90

15


Some guidelines for constructing rubrics Some criteria to consider
and other scoring tools for students for habits of mind rubrics
•  Use reiterative core performance tasks and accompanying •  I work hard on tasks when the answers or
scoring tools to assess whether student understanding is solutions are difficult to find.
becoming more sophisticated over time. •  I push myself to try things that I’m not sure I can
•  Use scoring tools that will evoke misunderstanding. do.
•  Require students to self-assess their previous as well as •  I create, trust, and use standards for evaluating
their present work. my own work.
•  Use longitudinal rubrics along a novice-expert continuum •  I find new ways of looking at situations that are
(scoring standards that remain the same over time) not different from the usual ways in which people
merely task-specific rubrics. look at them.
•  Use rubrics and scoring tools that get at whether or not the
student sees the big picture
Assessing Student Outcomes.
Educative Assessment, Grant Wiggins, 1998. Chapter 4 91 92

Short self assessments for daily Using data from self
lessons and activities assessments and reflections
•  Short essays during or at end of class •  To set goals for future learning
related to understanding key concepts or
the day’s lessons •  To correct misconceptions
•  Assessing a complex or difficult task •  To improve current performance task
•  Exploring feelings about habits of learning •  To determine strengths and weaknesses
•  Informal checks for understanding on specific task or longitudinal work
•  To evaluate learning prejudices

93 94

Student Self Assessment
•  Design at least two student self
assessments that you can use at the end
of a daily lesson that will take around 5 Providing Feedback
minutes. Match these to a specific
component in Stage 1. Enter on student On Assessments
self assessment in your Stage 2 template.

•  You have about 7 minutes for this task.

95

16


What does this research based Feedback Strategies
quote mean for your assessments?
•  Timing: When given and how often
“The quality and quantity of •  Amount: Prioritize: how many points made, and
feedback is directly how much about each point
proportionate to the increase in •  Mode: Oral, written, visual/demonstration
achievement.” Grant Wiggins
•  Audience: Individual or group/class
Susan Bookhart: How to Give Effective Feedback to Your Students

98

Strategies to Help Students Learn
Feedback Content
To Use Feedback
•  Focus: On the work or process, on self-regulation, •  Model giving and using feedback yourself.
on student personally
•  Teach students self- and peer assessments.
•  Comparison: To criteria for good work (criterion),
•  Be clear about the learning target and the
to other students( norm referenced)
criteria for good work. (clear directions, rubrics,
•  Function: Description, evaluation/judgment etc. Have students practice writing rubrics.
•  Valence: positive or negative •  Design lessons in which students use feedback
•  Clarity: clear to the student or unclear on previous work to produce better work or with
•  Specificity: Nitpicky, just right or overly general similar assignments with same learning targets.
•  Tone: Implications and what the student will hear. •  Provide opportunities for students to make
Susan Bookhart: How to Give Effective Feedback to Your Students connections between feedback and
99 improvement. Susan Bookhart: Effective Feedback 100

Alternatives to consider for feedback
Examining Feedback Match to
and grading not related to a numerical
or letter grade scale Student Assessments
•  Labels of levels of responses: i.e., excellent, •  Given what you’ve just seen and
satisfactory, progressing, needs improvement or discussed, now examine the formative
advanced, complete, incomplete, incorrect or not assessments you’ve created to determine
accurate. what feedback strategies and the content
•  Written comments: i.e., full grasp of concepts, of that feedback would be most
misunderstanding of___, creative response, full appropriate for each of the assessments
understanding, partial understanding. you have designed so far.
•  Formative assessments, if graded with a letter
grade, should not “count” as much as summative •  Use the formative assessment worksheet
assessments in the grading period or unit to add this information.
grades. Consider progress
101 102

17


Match the Assessment
Evidence
Summative Assessment
Of Learning and Engagement
with the Learning Goals
and Assessment of Understanding

=
104

Just because the student “knows 6 Facets of Understanding:
it” … evoking better evidence
•  Evidence of understanding is a –  explanation – student theories - ‘the why’
greater challenge than evidence that –  interpretation – meaning, stories, translations
the student knows a correct or valid made by student
answer –  application – of knowledge in (new) context
– Understanding can only be inferred if we –  perspective – awareness of other points of
see evidence that the student knows view, critical stance
why (it works, it is important) knows how –  empathy – “walk in the shoes of...”
(to apply it)
–  self-knowledge – wisdom, “knowing thyself”,
aware of one’s prejudices and habits of mind
105 106
© Understanding by Design, McTighe and Wiggins © Understanding by Design, McTighe and Wiggins

Guiding Principles of Performance Ongoing Feedback on Performance
Assessments Task
•  Often occur over time •  Harvard Assessment Seminars:
–  "Secondly... an overwhelming majority are
•  Result in a tangible product or observable convinced that their best learning takes place
performance when they have a chance to submit an early
•  Encourage self-evaluation and revision version of their work, get detailed feedback and
criticism, and then hand in a final revised
•  Require judgment to score
version...
•  Reveal degrees of proficiency based on –  Many students observe that their most
criteria established and made public prior to memorable learning experiences have come
the performance from courses where such opportunities are
•  Sometimes involve students working together routine policy."
107 108

18


Descriptors for Authentic
Performance Task Example
Performance Tasks
Sixth Grade “Mathematics” Task
Build a “dream house” that
•  What is done in the real world
requires floor plans, square
•  Address realistic problems footage details, cost analyses,
•  Have realistic options financing.*
•  A realistic audience *Actual task created by Robert E. Freeman, Public Schools of
Robeson County, Lumberton, North Carolina.
•  A genuine purpose

109 110

Example: Mail-Order Example: What’s Wrong with Holden?
Friend •  You are a member of Holden
Caulfield’s case-review committee
•  Imagine that you could order a
at the hospital from which Holden is
friend from a mail-order friends
telling his story. Your task is to
catalog. Before ordering, think about
write:
the qualities that you value in a true
–  1) a diagnostic report for the hospital
friend. Then, make sure that you OR
speak clearly so that the
–  2) a letter to Holden’s parents
salesperson will know exactly what explaining what’s wrong with him.
type of person to send you.
•  Base your analysis on Holden’s own
111
words. 112

Example: Teach a Example: Spot Remover
Lesson
•  Chris wants to decide which of two spot
•  You have been asked to help a removers is best. First, he tried Spot
Remover A on a T-shirt that had fruit
third grader understand the stains and chocolate stains. Next, he he
economic concept of “supply and tried Spot Remover B on jeans that had
grass stains and rust stains. Then he
demand”. Design a plan for a 5 compared the results.
minute lesson. You may wish to •  What did Chris do wrong that will make it
hard for him to know which spot remover
use examples (e.g., Beanie is best? Explain how he could decide
Babies or Pokémon cards), which spot remover is best.
visuals, or manipulatives to help
them understand. 113 114

19


Example: Explorers
Example: State Tour Wanted
•  The Department of Tourism has asked •  You are an out-of-work global explorer. You want to
your help in planning a four-day tour of present your application and resume to be employed by
(your state) for a group of foreign the crown (European king or queen) to make one final
visitors. Plan the tour to help the voyage of discovery to the new world. Your goal is to
visitors understand the state’s history,
geography and its key economic recapture your past glory and achieve new success.
assets. Your resume and application should focus on your past
•  You should prepare a written itinerary, achievements and discoveries.
including an explanation of why each
site was included on the tour.

115 116

Example: Day Care
Example: Tribal Council Center
•  You have been hired by a day care agency to
•  Imagine that you are a member of the fence in an area to be used for a play area.
council of elders of a Native American You have been provided with 60 feet of
fencing (in 4’ sections) and a 4’ gate. How
tribe living on the plains. Discuss - can you put up the fence so the children will
have the maximum amount of space in which
“What should we do when threatened to play?
with relocation – fight, flee, or agree •  Submit your plan for the playground area.
to move (to a reservation)? What Include a diagram, your calculations, and a
summary of why this is the best design.
impact would each course of action
have on our lives?”
117 118

Example: Making the Scenario Example for Science
Grade –  The goal is to determine the best solution for evaluating
water quality and usability for recreational purposes in
•  Your math teacher will allow you to select your city.
the method (i.e., mean, median or mode) by –  Role: You are the director of the water authority
–  Audience are members of the city council who must
which your quarterly grade will be make final decisions on usability based on your
calculated. recommendations.
–  Situation: You must plan and assess the water quality
•  Review your grades for quizzes, tests, and from at least 5 different fresh water locations in your
homework to decide which measure of city, conduct experiments, and write a report for non-
central tendency will be best for your scientists on your findings and recommendations.
–  Products or Performances: Identified experiments,
situation. Write a note to your teacher tests, and results from 5 water samples. Written or oral
explaining why you selected that method. report with visuals and recommendations to explain the
conditions and analysis of each water site.
119 120

20

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