Assessment and UBDAssessment and UBDAssessment and UBDAssessment and UBDWednesday, August 7, 2013Wednesday, August 7, 2013SSDSRV – Summer InstituteSSDSRV – Summer Institute

So What’s Next?DO NOW - Graffiti Wall for Homework• Check – in • Ipad Camera – to get ready for

reflective journals today and tomorrow

• Anticipatory Set:– What was the purpose of the quiz after

the UDL movie?

Checking for Understanding

• An important step in the teaching and learning process.

• Gathering information on students’ background knowledge.

• Finding out what students are getting out of the lesson.

• Corrects misconceptions to improve learning.• Provides students with a model of good study

skills. From: Checking for Understanding Douglas Fisher and Nancy Frey (2007)

Comparison of Formative and Summative Assessments

Formative Assessments Summative Assessments

Purpose To improve instruction and provide student feedback

To measure student competency

When administered

Ongoing throughout unit

End of unit or course

How students use results

To self-monitor understanding

To gauge their progress toward course or grade-level goals and benchmarks

How teachers use results

To check for understanding

For grades, promotion

From: Checking for Understanding Douglas Fisher and Nancy Frey (2007)

Carousel Activity• There are several pieces of chart paper with

assessment topics on them located around the room.

• Each group will have a different colored marker and be assigned a home chart.

• When the music begins, you will have 4 minutes to work with your group to list as many examples of assessment as you can think of or find online that match the topic on the chart.

Carousel Activity (continued)

• When the music stops, move to the next chart.

• When the music begins start brainstorming again.

• Once you reach your home chart, your group can review the entire list and prepare to report out to the total group.

Topics for Carousel Activity

• Using Oral Language to Check for Understanding

• Using Questions to Check for Understanding• Using Writing to Check for Understanding• Using Projects and Performances to Check for

Understanding• Using Tests to Check for Understanding• Using Common Assessments and Consensus

Scoring to Check for Understanding

Using assessments to guide

Data-based instruction

What does this mean?

• What kind of data can you collect through the use of formative and summative assessments?

• How can this data be used to inform your instruction?

Exit Ticket Exit Ticket –Write three new ways you’ll use Formative Assessment in your classroom.

iPad Users

1.1. Download Maxjournal AppDownload Maxjournal App2.2. Download DictionaryDownload Dictionary3.3. Screen ShotScreen Shot4.4. PhotosPhotos5.5. PhotoboothPhotobooth6.6. Skype, Facetime, OovooSkype, Facetime, Oovoo

UBDUBDUnderstanding by Understanding by

DesignDesign

UBDUBDUnderstanding by Understanding by

DesignDesign

http://www.youtube.com/watch?v=6Cagh0H7PPA

U-tube link for Grant Wiggins. U-tube link for Grant Wiggins.

Teacher Task: 20 minutes to go online and discover all you can about UBD. You may work alone, in pairs or in groups of your choice.

• Define Understanding by Design.• List the three steps in Backward

Design. • In a nutshell, explain backward design

in your own words.• Describe the kinds of questions UBD

encourages in planning a lesson.– What should they look like?– What are they not?

Discussion• How could you use backward design in

your classroom everyday?• WHY would you want to use backward

design in planning a lesson or unit? Think about comparing backward design to the way you plan your lessons now.

• Defend the need for beginning with the end goal. (Use your definition to help)

Three Steps in Backward Design

• Identify desired results• Determine acceptable evidence• Plan learning experiences and

instruction

What is an Essential Question?

• Essential Questions invite critical thinking.

• Answers to essential questions cannot be “found.”

• Students must construct their own answers and make their own meaning from the information they have gathered.

An Essential Question should:

• invite various responses (open-ended)• be thought provoking• require students to draw on content

knowledge and personal experience• be revisited throughout the unit to engage

students in evolving dialogue• lead to other essential questions• require higher levels of Bloom’s taxonomy to

answer• invite interdisciplinary response

Essential Questions:

• Are found at the TOP of Bloom’s Taxonomy

• Require students to evaluate, synthesize and analyze.

Types of Essential Questions

• Which one?• How?• What if?• Should?• Why?

Quick Write / Think, Pair, Share

• Quick Write: Take 2 minutes and jot down some ideas for an essential question for a unit about Rosh Hashanah.

• Think, Pair, Share: Turn to your neighbor and create a question together.

• Share with total group.

Don’t Forget

Reflective Journal

And

Homework: Use your iPad to learn more about essential questions. (Try watching a uTube video!)