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Stage 2 UBD

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by

Joanne Simpson

on 24 May 2013

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Transcript of Stage 2 UBD

Dr. Simpson, KSU UBD - Stage 2 Stage 2 - Assessment of Evidence How will we know if students have achieved the desired results?What will we accept as evidence of student understanding and their ability to use (transfer) their learning in new situations?How will we evaluate student performance in fair and consistent ways?
The assessment evidence we need reflects the desired results identified in Stage 1.
But how do we know when a student really understands something? Six Facets of Understanding 1. Can explain concepts, principles, and processes by putting it their own words, teaching it to others, justifying their answers, and showing their reasoning.
2. Can interpret by making sense of data, text, and experience through images, analogies, stories, and models.
3. Can apply by effectively using and adapting what they know in new and complex contexts.
4. Demonstrate perspective by seeing the big picture and recognizing different points of view.
5. Display empathy by perceiving sensitively and walking in someone else’s shoes.
6. Have self-knowledge by showing meta-cognitive awareness, using productive habits of mind, and reflecting on the meaning of the learning and experience. What does that resemble? Gardner - how the students will learn
Bloom - how you will instruct
UBD - what designs your curriculum Performance Tasks Performance tasks based on one or more facets are not intended for use in daily lessons. Rather, these tasks should be seen as culminating performances for a unit of study. Daily lessons develop the related knowledge and skills needed for the understanding performances, just as practices in athletics prepare teams for the upcoming game. Other Evidence In addition to performance tasks, Stage 2
includes other evidence, such as traditional
quizzes, tests, observations, and
work samples to round out the assessment
picture to determine what students
know and can do. All six facets of understanding need not be used all of the time in assessment. In mathematics, application, interpretation, and explanation are the most natural, whereas in social studies, empathy and perspective may be added when appropriate. Alignment A key idea in backward
design has to do with alignment. In other
words, are we assessing everything that
we are trying to achieve (in Stage 1), or
only those things that are easiest to test
and grade? Is anything important slipping
through the cracks because it is not
being assessed? Checking the alignment
between Stages 1 and 2 helps ensure
that all important goals are appropriately
assessed, resulting in a more coherent
and focused unit plan.
Full transcript