1 backward design, assessment, and rubrics based on understanding by design by grant wiggins and jay...

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Backward Design, Backward Design, Assessment, and Assessment, and

RubricsRubrics

Backward Design, Backward Design, Assessment, and Assessment, and

RubricsRubrics

Based on Based on Understanding by DesignUnderstanding by Design By Grant Wiggins and Jay McTigheBy Grant Wiggins and Jay McTighe

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Backward Design Process

Stage 1: Identify Desired ResultsStage 2: Determine Acceptable EvidenceStage 3: Plan Learning Experiences and

Instruction

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Identify Desired Results• What should students know,

understand, and be able to do?

Stage 1:

WorthBeing familiar

with

Important to know and do

“Enduring”

Understanding

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“Enduring” Understanding

• What are the “Big Ideas” and “Essential Questions” of the project, unit, or lesson?

• What key knowledge and skills will the students acquire as a result of this unit?

• Begin with the end in mind.

Stage 1:

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Determine Acceptable Evidence

• Think like an assessor and gather evidence at several points.

• Traditional assessments used for essential knowledge and skills needed for the culminating performance.

Stage 2:

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Assessment EvidenceWorth

Being familiar with

Important to know and do

“Enduring”

Understanding

Assessment Types

Traditional quizzes and tests - paper/pencil - selected response - constructed response

Performance tasks and projects - open-ended - complex - authentic

Stage 2:

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Performance tasks & projects

• Make grading criteria known to students

• Reduce teacher subjectivity• Maintain focus on content,

performance standards, and student work

Stage 2:

Why Rubrics?

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Rubrics“Many rubrics describe a progression of

skill from novice to expert. Our quest, however, is not for a rubric of skill development but for a rubric that combines insight and performance related to understanding of ideas and meaning.”

Stage 2:

(Wiggins and McTighe)

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Plan Learning Experiences and

Instruction• Identify the facts, concepts,

principles, and the procedures the students will need in order to complete performance task or project.

• Identify content for direct teaching, coaching, and constructivist teaching.

• Select activities, materials, and resources.

Stage 3:

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Learning Activities: WHERETO

W= help students know where the unit is going?

H = hook all students and hold their interest?E = equip students, explore the issues, and

experience the ideas?R = provide opportunities to rethink and

revise?E = allow students to exhibit their

understanding and evaluate their work?T = be tailored to the different needs,

interests, and abilities of learners?O = be organized to maximize initial and

sustained engagement as well as effective learning?

Stage 3:

What learning experiences and instruction will enable students to achieve the desired results? How will the design —

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Chinese Proverbs

I hear, I forget;I see, I remember;I do, I understand.

Teachers open the door, but you must enter by yourself.

Stage 3: