Understanding Understanding by Designby Design

(UbD)and

Assessment for Assessment for LearningLearning

Questions we’ve been asking…Questions we’ve been asking…

Have I been working from

good to “GREAT”?

Am I using assessment to its best advantage?

What is best practice

regarding assessment?

How do I ensure learning with

understanding?

Do I have the whole systems

picture in mind…or am I just

focused on MY classroom?

Do I really have State/District standards in

mind as I teach?

How do I determine

what I must teach and what I can eliminate?

What would my classroom look like if kids were really learning?

How do I ensure that homework is

worthwhile?

What is it that really determines

the events of my day?

Please think alone…

What is it that really

determines the events of a school day?

A glance at the answers we found…A glance at the answers we found…What is it What is it that really that really determines determines the events the events of my day?of my day?

Understanding by Design suggests:

Begin by clearly identifying the State/District standards

that are to be met

Secondly plan the assessments

Finally plan the activities that will lead student learning

Are any of the

activities of my day the “enemy of

intelligence”?

Typical PlanTypical Plan

UbD ExampleUbD Example

As a group please discuss…

What is it that should

determine the events of a school day?

A glance at the answers we found…A glance at the answers we found…What What would would

my my classrooclassroom look m look like if like if kids kids were were really really

learninglearning??

Post signs and share with the kids…

Essential Questions

Enduring Understandings

Essential Questions drive

assessment.

All learning

activitie

s have a

standard driv

en

purpose and

relate to th

e

essentia

l

questions.

Sharing assessment

questions and styles with those who come before

us may help students see the

continuous learning system at Fernbrook.

UbD Definitions

As a Think, Pair, Share discuss…

How would my classroom look different

if the kids and I were focused on

desired results?

Assessment Assessment EvidenceEvidence

Assessment Grid

Assessment Rubric

Assessment Options

Assessment Grid:Assessment Grid:Stage Two: Determine Acceptable Evidence

Enduring understandings, Essential knowledge and skillsTypes of assessments

Essay

Forced Choice Items

Oral Response and reports

Performance tasks

Short Answer Items

StudentSelf Assessment

Teacher Observation

Teacher-student conferences

Assessment Assessment Rubric:Rubric:

I can name the

I can name the uppercase

uppercase letters of the

letters of the alphabet.

alphabet.

I can name the uppercase

letters of the alphabet

I named all of the uppercase

letters

I named some of the

uppercase letters

I named few of the uppercase

letters

Assessment OptionsHow many of these assessments

do I currently use?

Are there any that I overuse?

Are there any that I rarely use?

Please consider these questions for Thursday…

Am I using Am I using assessmenassessmen

t to its t to its best best

advantageadvantage??

What is best What is best practice practice

regarding regarding assessment?assessment?

NOW…

What do we do?What do we do?