Understanding by DesignUnderstanding by DesignDay 2Day 2

Roosevelt ComplexRoosevelt Complex

Secondary Science TrainingSecondary Science Training

Ground RulesGround Rules

Desired OutcomesDesired Outcomes

Awareness of the UbD philosophy on Awareness of the UbD philosophy on assessment.assessment.

Awareness of the inquiry process.Awareness of the inquiry process. Awareness of the taxonomic levels Awareness of the taxonomic levels

and alignment.and alignment.

Peer ConsultationPeer Consultation

In small groups.In small groups. Presenters share his/her Stage 1Presenters share his/her Stage 1

At this time, the Consultants listen and jot down At this time, the Consultants listen and jot down questions or ideasquestions or ideas

Consultants share their questions and Consultants share their questions and ideasideas

Presenters listen and jot down ideasPresenters listen and jot down ideas Presenters share their final thoughtsPresenters share their final thoughts

Share his/her commitment to improve their unitShare his/her commitment to improve their unit

Stage 2Stage 2

Think like an assessor, not an activity Think like an assessor, not an activity designer.designer.

Goal of Stage 2 is to obtain valid, Goal of Stage 2 is to obtain valid, reliable, credible, and useful evidence. reliable, credible, and useful evidence.

Given the desired understanding, what Given the desired understanding, what evidence would show that they “got it”.evidence would show that they “got it”.

Focus on transferability not only on Focus on transferability not only on accuracy of knowledge and skills.accuracy of knowledge and skills.

Two Approaches to Two Approaches to AssessmentAssessment

Thinking like an assessorThinking like an assessor What would be sufficient What would be sufficient

and revealing evidence of and revealing evidence of understanding?understanding?

Given the goals, what Given the goals, what performance tasks must performance tasks must anchor the unit and focus anchor the unit and focus the work?the work?

What are the different What are the different types of evidence required types of evidence required by Stage 1 desired by Stage 1 desired results?results?

Will the assessment reveal Will the assessment reveal who real understood and who real understood and who only seemed to?who only seemed to?

Thinking like an activity Thinking like an activity designerdesigner What would be fun and What would be fun and

interesting activities on this interesting activities on this topic?topic?

What projects might students What projects might students do on this topic?do on this topic?

What tests/questions should I What tests/questions should I give, based on the content I give, based on the content I taught?taught?

How will I give the students a How will I give the students a grade?grade?

Authentic Assessment:Authentic Assessment:

Is set in a scenario that replicates or Is set in a scenario that replicates or stimulates the ways in which a stimulates the ways in which a person’s knowledge and abilities are person’s knowledge and abilities are tested in real-world situations?tested in real-world situations?

Requires judgment and innovation. Will Requires judgment and innovation. Will the students use their understanding the students use their understanding and skills to solve a problem?and skills to solve a problem?

Allows appropriate opportunities to Allows appropriate opportunities to rehearse, practice, consult resources, rehearse, practice, consult resources, and get feedback.and get feedback.

ContinueContinueAuthentic Assessment:Authentic Assessment:

Asks students to “do” the subject Asks students to “do” the subject instead of reciting, restating, or instead of reciting, restating, or replicating through demonstration what replicating through demonstration what he/she was taught or already knows.he/she was taught or already knows.

Allows students to pull together all of Allows students to pull together all of their understandings and skills to solve their understandings and skills to solve the problem rather then focus on the problem rather then focus on discrete facts and drills.discrete facts and drills.

It’s the game – not the drill.It’s the game – not the drill.

Evidence of understandingEvidence of understanding

Effective assessment is like a scrapbook not Effective assessment is like a scrapbook not a single snapshot.a single snapshot.

Understanding is revealed as transferability Understanding is revealed as transferability of core ideas, knowledge, and skills during a of core ideas, knowledge, and skills during a challenging task in a variety of context.challenging task in a variety of context.

Bloom: Assessment should include divergent Bloom: Assessment should include divergent thinking in which it is unlikely that the right thinking in which it is unlikely that the right solution to a problem can be set in advance.solution to a problem can be set in advance.

Kernel of UnderstandingKernel of Understanding

Worth being familiar with

Important to know and do

Big Ideas and Enduring

Understandings

Traditional tests and quizzes•Short answer•Selected-response•Constructed response

Performance tasks and projects.

•Complex

•Open-ended

•Authentic

Continuum of AssessmentContinuum of Assessment

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Other CriteriaOther Criteria

One assessment may not be enough One assessment may not be enough to fully assess all of the big ideas and to fully assess all of the big ideas and benchmarks.benchmarks. Performance assessment can be Performance assessment can be

supplemented with:supplemented with: TestsTests QuizzesQuizzes Other lab reportsOther lab reports ActivitiesActivities

Clear Target

Observation of

Process

Dialogue with peersPresentationsObservation log of group dialogue•Observations of a performance

Constructed Response Visual organizer/outlineStory illustrationDialectical JournalDiagramPoster/letter to..

Collection of

Products

Conversations

Listening to Learners

Conferencing with teacher/peerOral questioningRetelling in own wordsJournalsReflections

Tying Stage 1 and 2Tying Stage 1 and 2

Big Ideas and Essential Questions should Big Ideas and Essential Questions should be evident in the assessment.be evident in the assessment.

Ensure that the big ideas and essential Ensure that the big ideas and essential questions are prevalent in the questions are prevalent in the performance assessment.performance assessment.

Essential Questions can be directly or Essential Questions can be directly or indirectly addressed in the assessment.indirectly addressed in the assessment.

Ensure that the identified skills and Ensure that the identified skills and knowledge from stage 1 are prevalent in knowledge from stage 1 are prevalent in the performance assessment.the performance assessment.

Stage 2 Example:Stage 2 Example:Chemical EquilibriumChemical Equilibrium::

You are a researcher hired by a group of expert mountain You are a researcher hired by a group of expert mountain climbers. Hypoxia is a set of symptoms that comes from climbers. Hypoxia is a set of symptoms that comes from lack of oxygen in body tissues. It is often felt by mountain lack of oxygen in body tissues. It is often felt by mountain climbers as they ascend. Sherpa seem to feel no hypoxic climbers as they ascend. Sherpa seem to feel no hypoxic discomfort. Why might that be? You have been hired to find discomfort. Why might that be? You have been hired to find out…out…

Design a series of experiments that would test the Design a series of experiments that would test the difference between Sherpa and mountain climbers.difference between Sherpa and mountain climbers.

Criteria for submission:Criteria for submission: Use chemical equilibrium in your explanationUse chemical equilibrium in your explanation An explanation of what causes hypoxia.An explanation of what causes hypoxia. A hypothesis on why Sherpa are not affected.A hypothesis on why Sherpa are not affected. Details for experiments to test the hypothesis.Details for experiments to test the hypothesis. An explanation of any potential errors, concerns, or problems An explanation of any potential errors, concerns, or problems

with the experiment.with the experiment.

Taxonomic LevelsTaxonomic Levels

Performance Assessment should be Performance Assessment should be at a higher level of thinking.at a higher level of thinking.

Assessments should allow students Assessments should allow students to:to: AnalyzeAnalyze SynthesizeSynthesize ApplyApply

RubricsRubrics

Must be used with UbD assessment Must be used with UbD assessment since there is no one right answer.since there is no one right answer.

Should measure the quality of the Should measure the quality of the student understanding, application, student understanding, application, or analysis.or analysis.

Criteria is not always the easiest to Criteria is not always the easiest to see (for example, number of pages, see (for example, number of pages, spelling, neat, etc.)spelling, neat, etc.)

RubricsRubrics

Types Types HolisticHolistic AnalyticAnalytic

TraitsTraits FrequencyFrequency UnderstandingUnderstanding AccuracyAccuracy EffectivenessEffectiveness IndependenceIndependence ClarityClarity

Holistic vs. AnalyticHolistic vs. Analytic

HolisticHolistic Focuses on the overall performance.Focuses on the overall performance.

AnalyticAnalytic Focuses on parts of the performance.Focuses on parts of the performance.

Reliability and ValidityReliability and Validity

Performance assessment and rubrics Performance assessment and rubrics must be reviewed periodically.must be reviewed periodically.

Student work should be used to Student work should be used to assess the quality of the UbD unit. assess the quality of the UbD unit. Sharing with others is recommended.Sharing with others is recommended.

ValidValid

Clear Target

Observation of

Process

Dialogue with peersPresentationsObservation log of group dialogue•Observations of a performance

Constructed Response Visual organizer/outlineStory illustrationDialectical JournalDiagramPoster/letter to..

Collection of

Products

Conversations

Listening to Learners

Conferencing with teacher/peerOral questioningRetelling in own wordsJournalsReflections

Questions?Questions?

Peer ConsultationPeer Consultation

Gallery WalkGallery Walk Complete your UbD unit up to Stage 2Complete your UbD unit up to Stage 2 Present your units by subject areaPresent your units by subject area Take a look at other unitsTake a look at other units Use the post it notes to leaveUse the post it notes to leave

1.1. 1 1 PPositive comment about the unitositive comment about the unit2.2. 1 1 QQuestion about the unituestion about the unit3.3. 1 1 SSuggestion for improvement about the unituggestion for improvement about the unit