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The Role of Assessment in Understanding by Design(UBD

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  • MARILYN UBIA-BALAGTAS,PH.D.FACULTY, PHILIPPINE NORMAL UNIVERSITYThe Role of Assessment in Understanding By Design(UBD)

  • WHAT IS ASSESSMENT?WHAT IS UBD?WHAT IS THE ROLE OF ASSESSMENT IN UBD?

    What is assessment doing in UBD?

  • DOMAINS OF THE NATIONAL COMPETENCY-BASEDTEACHER STANDARDSSOCIAL REGARD LEARNINGLEARNING ENVIRONMENTDIVERSITY OF LEARNERSCURRICULUMPLANNING, ASSESSING, AND REPORTINGCOMMUNITY LINKAGESPERSONAL GROWTH AND PROFESSIONAL DEVT

    ASSESSMENT AS A DOMAIN IN NCBTS.

  • DOMAINS OF THE NATIONAL COMPETENCY-BASEDTEACHER STANDARDSSOCIAL REGARD LEARNINGLEARNING ENVIRONMENTDIVERSITY OF LEARNERSCURRICULUMPLANNING, ASSESSING, AND REPORTINGCOMMUNITY LINKAGESPERSONAL GROWTH AND PROFESSIONAL DEVT

    ASSESSMENT AS A DOMAIN IN NCBTS.The domain focuses on:Use of assessment data to plan and revise-reaching-learning plans.Integration of assessment procedures in the plan and implementation of reaching-learning activities.Reporting on learners actual achievement and behaviour.

  • What is assessment?Assessment- the process of gathering quantitative and/or qualitative data and organizing them into an interpretable form

  • Assessment in not synonymous with evaluationEvaluation is the process of interpreting or judging the worth of information as basis in making decisions.

  • What is UBD?It means Understanding by Design.

    It was first conceptualized by Grant Wiggins and Jay Mc Tighe in their book Understanding by Design Professional Development Workbook, 2004

  • What is UBD?It is a guide in designing a curriculum, assessment, and instruction that aims for student understanding.

    It is not an educational philosophy but a guide in understanding different educational philosophies that are geared towards student understanding.

  • What is UBD?It is a 3-stage approach that follows a backward design to curriculum or instructional planning.Stage 1:Identifying desired resultsStage 2:Determining acceptable evidenceStage 3:Plan learning experiences and instruction

  • What makes UBD different from Traditional Instructor Design? Stage 1 Stage 2 Stage 3 Set DesiredPlan LearningLearning Assessment OutcomesActivities

    Set Desired Plan Learning Assessment Learning Outcomes ActivitiesTraditionalDesignUBD

  • What are the facets of understanding that need to be assessed in UBD? Perspective: critical & insightful points of view

    Empathy: the ability to get inside another persons feelings and word view.

    Self-Knowledge: the wisdom to know ones ignorance and how ones patterns of thought and action inform as well as prejudice understanding

  • Facet one:EXPLANATIONWhat should the student do when assessed?

    Reveals understanding though performances and products that clearly, thoroughly, and instructively explain how things work, what they imply, where they connect, and why they happen

    Explains by providing thorough, supported, and acceptable theories of occurrence, data, and dates.

  • What makes UBD different from Traditional Instructor DesignUsing UBD Planning

    Declared Learning OutcomesASSESSMENTLearning ActivitiesUsing Traditional Design For Implementation of the Plan

  • What are the facets of understanding Instructional that need to be assessed in UDB?Explanation: sophisticated and apt explanations and theories which provide justifiable accounts of events, actions, and ideas.

    Interpretation: Interpretation, narratives, and translation that provide meaning.

    Application: ability to use knowledge effectively in new situations and diverse contexts

  • Facet OneEXPLANATIONWhat should the student do when assessedMakes sence of puzzling phenomena, facts feeling, or ideas.

    Sees something in its relations to other things.

    Justifies, supports substantiates, and defends ideas with reasons and evidence student shows his/her work

  • Facet TwoINTERPRETATION What should the student do when assessed?Personalizes through images, anecdotes, analogies, and modelsBrings comprehension to concepts by constructing or quoting stories, description, myths, legends, parables, analogies, etc., and critically reviewing them

  • Facet TwoINTERPRETATION What should the student do when assessed?Interprets by telling meaningful storiesOffers appropriate interpretationsProvides an enlightening historical or personal dimension ideas and events.

  • Facet threeAPPLICATIONWhat should the student do when assessed?Applies and effectively uses and adopts what he know in new situations and diverse contexts with defined audiences, purposes, and situations.Has a sufficient group of concepts, principles, or skills so that he can bring them to bear on new problem and situations, deciding in which ways their present competencies can suffice and in which ways they may require new skill or knowledge.

  • Facet 4PERSPECTIVEWhat should the student do when assessed?Sees and hearts point of view through critical eyes and ears: sees the big picturecritical and insightful points of view.Knows he is not done with a project or lesson simply because he worked hard, followed direction, and turned in a place of work from a single point of viewhis/her own.Grasps the point of view behind teacher and textbook pronouncements.

  • Facet 4PERSPECTIVEWhat should the student do when assessed?Understands how ideas look from different vantage points.

    Takes multiple points of view.

    Ability to shift viewpoint and takes into account diverse, yet credible perspectives

  • Facet 4PERSPECTIVEWhat should the student do when assessed?Sees and hearts point of view through critical eyes and ears: sees the big picturecritical and insightful points of view.Knows he is not done with a project or lesson simply because he worked hard, followed direction, and turned in a place of work from a single point of viewhis/her own.Grasps the point of view behind teacher and textbook pronouncements.

  • Facet 4PERSPECTIVEWhat should the student do when assessed?

    Understands how ideas look from different vantage points.

    Takes multiple points of view.

    Ability to shift viewpoint and takes into account diverse, yet credible perspectives

  • Facet 5EMPATHYWhat should the student do when assessed?

    Finds and communicates what is plausible, sensible, or meaningful in the ideas and actions of others.Gets inside the skin of a person, a literary character, historical figure, noted thinker, and experience or a work of art to discover purposes, motives, and feelings.

  • Facet 5EMPATHYWhat should the student do when assessed?

    Finds and communicates what is plausible, sensible, or meaningful in the ideas and actions of others.Gets inside the skin of a person, a literary character, historical figure, noted thinker, and experience or a work of art to discover purposes, motives, and feelings.

  • Facet 4PERSPECTIVEWhat should the student do when assessed?

    Moves beyond the odd, alien, seemingly weird opinions or people to find what is meaningful in them.

    Distinguishes and feels historical occurrences and concerns as they were experienced by people of the time, rather than how they might be experienced in the present.

  • What is the role of assessment in UBD?Assessment for learning

    Assessment of learning

  • Assessment FOR LearningFormative Assessment

    The act of determining the extent to which the desired results are on the way to be achieved.

  • Assessment FOR LearningFormativeThe results of a assessment are communicated clearly and promptly to the students for them to know their strengths and weaknesses and the progress of their learning.

  • Assessment OF Learning a summative assessmentThe act of determining to what extent the desired result have been achieved

    Its results reveal whether or not instructions have successfully achieved the curriculum outcomes.

  • Assessment FOR LearningFormativeTeacher use assessment to know what their students are bringing into the learning situation and use this as a starting pointer for instruction.

  • Assessment FOR LearningFormativeTeachers continuously monitor the students level of attainment of the learning objectives (Stiggins, 2005)

  • Assessment OF Learning a summative assessment

    It is used to certify what student know and can do and the level of their proficiency or competency.

    The information from assessment of learning is usually expressed as marks or letter grades.

  • Assessment OF Learning a summative assessment

    The results of which are communicated to the students, parent and other stakeholders for decision making.It is also a powerful factor that could pave the way for educational reforms.

  • How do assessors think compared with activity designers?When thinking like an assessor, we ask:What would be sufficient of understanding?Given the goals, what performance tasked must anchor the until and focus the instructional work.When thinking like an activity designer, we ask:What would be fun and interesting activities on this topic?What project might students wish to do on this topic.

  • How do assessors think compared with activity designers?When thinking like an assessor, we ask:What are the different kinds of evidence required of stage 1 desired results?Against what criteria will we appropriately consider work and assess levels of quality

    When thinking like an activity designer, we ask:What test should I give based on the content I taught?How will I give students a grade and justify it to their parents?

  • Thank you!

    *


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