assessmet power point handout

Assessment and Learning Principles Within Understanding by Design

©Grant Wiggins and Jay McTighe, Janie Smith, ASCD 1

Facilitator Janie Ray Smith

ASCD Faculty, UbD Cadre

Effective Assessments and Learning Principles in an Understanding based Classroom

National Education Conference Manila

April 6 and 7, 2011

Welcome •  Please introduce yourself to your table mates

and tell them what you teach and where.

•  Tell them something interesting about yourself professionally.

•  When you’ve finished, please select someone to be a table facilitator for the day.

•  There will be a second facilitator, a UbD teacher leader who will rotate among tables close to you.

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– Review and refine your thinking and practice about using Understanding by Design (UbD) as a curriculum framework and instructional planning process.

– Understand and use the principles of effective classroom assessment as they apply to UbD and best practice assessment philosophy.

– recognize and create varied assessments of, for, and engaging learning. 3 4

-- Learn and use performance assessment strategies that lead to authentic assessment.

-- Maintain focus on developing understanding based classroom through use of learning principles of acquisition, meaning making, and transfer.

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Understanding by Design: Backward Design

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Understanding by Design •  An 11-year national and international effort in

improving the design skills of educators –  UbD is a textbook in over 300 school of

education courses –  The text is in the hands of over 700,000

educators –  UbD has been used by NSF, National

Geographic, the Peace Corps, ACTFL, and other national groups as a basis for curriculum design

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Basic Rationale for Unit Planning using UbD

!  Overcoming the prevalence of “Aimless Activity” and “Superficial Coverage”

!  Moving beyond micro-managing of teaching via discrete lesson plans

!  A focus on big ideas and complex performance leading to understanding

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Understanding by Design is

! A way of thinking about getting students to explore the most important questions and concepts in their subjects in school

! A framework to help students transfer knowledge and skill into novel contexts that require understanding through explanation, interpretation, application, empathy, perspective, or self-knowledge

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1. Identify desire results

2. Determine Acceptable Evidence

3. Plan learning experiences & instruction

KEY: 3 Stages of (“Backward”) Design

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Identify content

Brainstorm activities & methods

Come up with an assessment

What we typically do:

Without checking for !alignment!

Without checking for !alignment!

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Transfer as goal It is the essence of understanding and the point of schooling

Focus on big ideas that’s how transfer happens, makes learning more connected

Students fail to apply, poor results on tests

Meaningful learning that’s what is most engaging and inviting

You lose many kids over time

Learning is fragmented, more difficult, less engaging

UbD big idea Why important? If not…

Backward Design Plans need to be well aligned to be effective

Aimless activity & coverage

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Understanding is transfer-ability:

!  Understanding reveals itself as transfer: an appropriate and effective use of knowledge and skill, on one’s own; using good judgment, with minimal cues and prompting, in various important situations, about which content is needed when and why.

!  Without such understanding, we see: !  rigid knowledge – Whitehead’s “inert” ideas !  Student inability to see how the new task or situation is

related to prior ones; it just looks new and strange !  Persistent misunderstanding of key ideas.

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Transfer: We often confuse the drills with the game in planning

!  ‘Drill-tests’ - test items/exercises !  Out of context !  Discrete, isolated

element !  Unrealistically set up

and prompted !  Doesn’t transfer

without practice in adapting it to new situations

!  The ‘game’ - real task, problems !  In context, with all

its messiness and interest value

!  Requires a repertoire, used wisely

!  Not prompted: you judge what to do, when

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Writing a transfer goal

•  Students will be able to use their understanding and solve problems on their own, and in real-world situations

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Transfer Goals •  What novel/creative/future uses of

‘content’ do want to prepare students for?

•  What are the long-term complex performance goals that school and your subjects are in business to cause?

•  What do experts do with their expertise?

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Simple Examples of Transfer •  After learning and studying Newton’s 3 laws, solve a

never-before-encountered roller-coaster or ballistics problem.

•  After learning different forms of persuasive writing, tackle new and varied audience/purpose situations where someone is to be persuaded.

•  After learning about the 3 branches of government, propose a policy/solution to a current related issue

•  After reading Scarlet Letter, compare and contrast it to a modern public shaming.

•  Each new game/new opponent in an athletic season

•  Novel and realistic challenges of language and culture in a real or simulated interaction.

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The Uses of UbD

As a framework to plan:

! Curriculum

! Assessment

!  Instruction

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Uses of UbD

To promote transfer and retention of learning through

development of in-depth understanding

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UbD as a Curriculum Framework

For designing: !  Programs !  Courses or grade level subjects !  Specific units of study !  Daily lessons

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•  Effective Assessment that measure specific learning targets. (Stage 1)

•  Learning Principles: Acquisition, Meaning Making, and Transfer that lead students to understanding. (Stage 3)

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Essential Questions for the Day •  How can we use formative assessments to

guide both teachers and students in progressing toward desired results?

•  How can we use authentic performance assessments to assess understanding and transfer?

•  How can using AMT learning principles in classroom activities lead to understanding, transfer, and retention

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Our “Understandings” about classroom assessment:

Participants will understand that effective assessment :

•  Is aligned with standards, curriculum, and instruction. (Stage 1 and 3 alignment)

•  Enables All students to demonstrate what they know and can do.

•  Guides teaching and learning. It is about more than grades for the grade book.

•  Produces valid and reliable results about student learning.

•  Is considered relevant and worthwhile by students in providing guidance and feedback. 22

Principles of Effective Classroom Assessment

-Assessments should be used as a teaching and learning tool for teachers and students

-Assessment is an on-going process which provides feedback to students.

-Teachers should use a variety of assessments over time.

-Teachers should communicate expectations for performances from the “get go”.

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Principles of Effective Classroom Assessment, con’t,

–  Assessments should be matched to standards and goals of the unit.

–  Teachers should define what evidence they will accept that demonstrates proficiency (to show what they know and are able to do).

–  Assessments should be put into context as they relate to standards, benchmarks, and lessons.

–  Assessment tools should be equitable

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1. Identify desired results

2. Determine acceptable evidence


3 Stages of Design

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Stage 2 – Assessment Evidence

• Template fields ask:

–  How will I pre assess my students related to what they already know and can do related to the unit topic? What will I do with this information

–  What are key complex performance tasks indicative of understanding?

–  What other evidence will be collected to build the case for understanding, knowledge, and skill?

–  How will I check for understanding of daily lesson goals and how will students self-assess?

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Two Views of Assessment -- Assessment is for: Gate keeping Judging Right Answers Control Comparison to

others Use with single

activities

Assessment is for:

Nurturing Guiding Self-Reflection Information Comparison to

task Use over multiple

activities 27 27 28

Some teachers talk about---

LEARNING

Some teachers talk about---

GRADES

ONGOING ASSESSMENT

VS.

•  Can these two coexist peacefully? •  Should one receive emphasis over the other?

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assessments serve different purposes…

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Use Formative and Summative Assessments

Formative Assessment (Assessment FOR Learning)

•  Assessment occurring during the process of a unit or a course. During the formation of a concept or item. Answers question: How are students doing? What are they learning? What misconceptions do they have?

•  Quiz, teacher observations, mid-unit test, one-minute essay

•  Gives feedback to either the teacher or student (or both) on what revisions to make to teaching or to student work.

Summative Assessment •  (Assessment OF Learning)

•  The assessment done at the end of a unit, course, grade level. Provides a final summation of learning.

•  End of chapter, final exam, final draft of writing portfolio, senior exhibition.

•  The adding-up or summary stage. Summarizes the learning for both the teacher and the student. 30



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Formative assessment critical

•  We do too much “testing” and not enough “feedback giving” – The research is clear: lots of formative

assessment and opportunities to use it is key to the greatest gains in learning, as measured on conventional tests •  See Black and William, “Inside the Black Box” in

the Kappan; and How People Learn, Bransford et al.

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Most teachers assess students at the end of an instructional unit or sequence.

When assessment and instruction are interwoven, both the students and the teacher benefit. The next slide suggests a diagnostic continuum for ongoing assessment.

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On-going Assessment: A Diagnostic Continuum

Pre-assessment (Finding Out)

Formative Assessment (Keeping Track & Checking -up)

Summative Assessment (Making sure)

Feedback and Goal Setting

Pre-test Graphing for Greatness Inventory KWL Checklist Observation Self-evaluation Questioning

Conference Exit Card Peer evaluation Portfolio Check 3-minute pause Quiz Observation Journal Entry Talk around Self-evaluation Questioning

Unit Test Performance Task Product/Exhibit Demonstration Portfolio Review

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SEE HANDOUTS ON TYPES OF ASSESSMENT AND SELF ASSESSMENT SURVEY: COMPLETE THE SURVEY

In the packet that you printed out

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Designing Multiple Kinds of Assessments within a Unit

As we begin the design process, all assessments will be aligned with Stage 1 of your unit that you brought or you may choose a sample unit on your table that you believe you could teach. Read through the Stage 1 design carefully.

Where Are You in Your Journey Toward Becoming an Effective

Assessor? •  Given this short introduction on assessment, use your

answers to the following questions to determine your goals during this day’s focus on assessment. Please enter these on your own note paper . 1. What are my strengths in developing assessments? 2. What are my assessment weaknesses that I would like to improve?

This is your break ticket!! Write your responses on an index card and turn in to your table facilitator as you leave for a 15 minute break. Names are not necessary.

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Diagnostic or Pre-assessment Is...

Any method, strategy or process used to determine a student’s current level of readiness or interest in order to plan for appropriate instruction.

•  provides data to determine options for students •  helps determine differences before planning • helps teacher design activities that are respectful and challenging • allows teachers to meet students where they are • identifies starting point for instruction • identifies learning gaps • makes efficient use of instructional time

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Pre-Assessment •  What the student already knows about what is being

planned •  What standards, objectives, concepts & skills the

individual student understands •  What further instruction and opportunities for mastery

are needed •  What requires re-teaching or enhancement •  What areas of interests and feelings are in the

different areas of the study •  How to set up flexible groups: Whole, individual,

partner, or small group

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Common Types of Readiness or Pre- Assessments

•  K-W-L Check •  Pre-test •  Skills Check •  Misconception check •  Writing samples or journal with prompt •  Mind mapping (graphic organizer) •  Checklist through observation, cruising •  Student products and work samples •  Interviews or oral defense •  Draw what you know •  Anticipation/reaction guide •  Informal Q and A

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Determining the use Of pre-assessments

•  These are to inform the teacher about upcoming instruction in the unit.

•  Adjustments in strategies should be made based on an analysis of prior knowledge of concepts and skills for both the class and individual students.

•  Traditional grading is not appropriate for pre-assessments.

•  The pre-assessment can be part of the last unit summation or part of the introduction of the new unit.

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Constructing Pre-assessments For Readiness or Diagnosis

•  Given the previous information, examine your Stage 1 design for the unit you will be teaching.

•  Identify the key concepts, knowledge and skills that are defined as desired results.

•  Construct one or more pre-assessments to determine what students already know about the key concepts, knowledge and skills. Place this in the appropriate box on the unit template.

•  Determine how you will organize this information about the class and how you will use it to adjust plans for instruction.

Use the Stage 2 and 3 template on your table 41

Data Use and Feedback to Students on Pre Assessment

•  How might you use the data from this assessment to make instructional decisions about teaching the unit?

•  What are some instructional or classroom organizational approaches (groupings, strategies, materials) you might use to address the data.

•  What kind of feedback might you give to students regarding their performance on the pre-assessment?

Discuss these questions with a colleague in your table group . 42



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Checking for Understanding Of Pre-Assessment Design

Using one of the following prompts, demonstrate what you now understand about pre-assessments:

•  Write a 3 minute essay of what you now understand about pre-assessments

•  Answer the 3-2-1 questions as follows: 3 things I now understand about pre-assessment 2 things I want to learn more about in pre-assessing 1 thing I’m not sure about designing pre-assessments

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Formative Assessment Including Ongoing Assessment

This is assessment OF learning and as ENGAGEMENT

Assessment is part of the teaching and learning cycle and should occur in

every lesson.

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Formative Assessment is Assessment for Learning

“formative” and “diagnostic” is feedback and guidance for learners and their teachers or “coaches”.

•  The purpose, not the format or content, is what determines whether an assessment is summative (of learning) vs. formative (for learning)

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Formative Assessment Is... A process of accumulating information about a student’s progress to help make instructional decisions that will improve his/her understandings and achievement levels.

•  Depicts student’s life as a learner •  used to make instructional adjustments •  alerts the teacher about student misconceptions “early warning signal” •  allows students to build on previous experiences •  provides regular feedback •  provides evidence of progress •  aligns with instructional/curricular outcomes

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Characteristics of Effective Formative Assessment

•  Specific and targeted user-friendly feedback

•  Helpful advice, based on the feedback; and opportunities to use it.

•  Reflects long term not just recent short-term learning goals

•  Low stakes; emphasis is on helpful, honest feedback/self-assessment

•  Informs subsequent instruction. 47 48

THINKING ABOUT ON-GOING ASSESSMENT

STUDENT DATA SOURCES

1.  Journal entry 2.  Short answer test 3.  Open response test 4.  Home learning 5.  Notebook 6.  Oral response 7.  Portfolio entry 8.  Exhibition 9.  Culminating product 10. Question writing 11.  Problem solving

TEACHER DATA MECHANISMS

1.  Anecdotal records 2.  Observation by checklist 3.  Skills checklist 4.  Class discussion 5.  Small group interaction 6.  Teacher – student

conference 7.  Assessment stations 8.  Exit cards 9.  Problem posing 10. Performance tasks and

rubrics 48



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Determining Needed Formative Assessments for your Unit based

On Stage 1

•  Continue reviewing your Stage 1 design for the upcoming unit you will be teaching.

•  Identify key understandings, essential questions and concepts or knowledge and skills that you should examine progress toward the goals of Stage 1. Some of these assessments might be ongoing and some might be pre-cursors to summative evaluations.

Use the Stage 2 template to outline what formative assessments you think you need.

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What are some types of formative assessment you want to use and are

comfortable using? Using the chart you just completed on the need for

formative assessments, identify types of assessments and the purpose of the assessments you have in mind? For instance, how will you determine students’ ability to use key vocabulary, what type of preliminary review and feedback will you give on writing assignments, performance tasks? How will you assess understandings, essential questions, prior to the summative performance tasks?

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Formative and ongoing assessment are engaging

learning activities The key criteria in making an activity an assessment is the kind feedback given to students

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Some examples of differentiated assessments which could be formative or

summative to assess progress toward understandings

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Beyond IQ •  Robert Sternberg

use of intellect rather than quantity of it intelligence as problem-solving

analytical practical creative

Triarchic Theory!

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STERNBERG’S INTELLIGENCES

ANALYTICAL

PRACTICAL

CREATIVE

Linear – Schoolhouse Smart - Sequential

Street smart – Contextual – Focus on Use

Innovator – Outside the Box – What If

An idea for assessing students according to Sternberg’s intelligences would be to use the following scenario:

Imagine you are driving with your parents and they are listening to the radio. An interesting piece comes on about something you do not know. As you listen, you get more and more interested. What do you want to know?

Do you want to know all the little details that go into it? Do you want to know how it is being used? Do you want to know only enough information to think of other things to do?

Students who choose the first question fall into the analytic intelligence, the second corresponds to practical and those who choose the final question are the creative learners.

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Linear – Schoolhouse Smart - Sequential ANALYTICAL Thinking About the Sternberg Intelligences

Show the parts of _________ and how they work. Explain why _______ works the way it does. Diagram how __________ affects __________________. Identify the key parts of _____________________. Present a step-by-step approach to _________________.

Street-smart – Contextual – Focus on Use PRACTICAL

Demonstrate how someone uses ________ in their life or work. Show how we could apply _____ to solve this real life problem ____. Based on your own experience, explain how _____ can be used. Here’s a problem at school, ________. Using your knowledge of

______________, develop a plan to address the problem.

CREATIVE Innovator – Outside the Box – What If - Improver

Find a new way to show _____________. Use unusual materials to explain ________________. Use humor to show ____________________. Explain (show) a new and better way to ____________. Make connections between _____ and _____ to help us understand ____________. Become a ____ and use your “new” perspectives to help us think about ____________.

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Biology

Analytical Use a cause/effect chain or some other format you develop to show how each part of a cell affects other parts as well as the whole. Use labels, directional markers, and other symbols as appropriate to ensure that someone who is pretty clueless about how a cell works will be enlightened after they study your work.

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Biology Practical

Look around you in your world or the broader world for systems that could serve as analogies for the cell. Select your best analogy (“best” meaning most clearly matched, most explanatory or enlightening). Devise a way to make the analogy clear and visible to an audience of your peers, ensuring that they will develop clearer and richer insights about how a cell works by sharing in your work. Be sure to emphasize both the individual functions of cell parts and the interrelationships among the parts.

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Biology

Creative Use unlikely stuff to depict the structure and function of the cell, with emphasis on interrelationships among each of the parts. You should select your materials carefully to reveal something important about the cell, its parts, and/or their interrelationships. Your “ahas” should trigger ours.

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Learning Modalities

Visual Auditory

Kinesthetic

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Parallel Lines Cut by a Transversal

•  Visual: Make posters showing all the angle relations formed by a pair of parallel lines cut by a transversal. Be sure to color code definitions and angles, and state the relationships between all possible angles.

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•  Auditory: Play “Shout Out!!” Given the diagram below and commands on strips of paper (with correct answers provided), players take turns being the leader to read a command. The first player to shout out a correct answer to the command, receives a point. The next player becomes the next leader. Possible commands: –  Name an angle supplementary supplementary to angle 1. –  Name an angle congruent to angle 2.

Smith & Smart, 2005

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•  Kinesthetic: Walk It Tape the diagram below on the floor with masking tape. Two players stand in assigned angles. As a team, they have to tell what they are called (i.e.: vertical angles) and their relationships (i.e.: congruent). Use all angle combinations, even if there is not a name or relationship. (i.e.: 2 and 7) Smith & Smart, 2005

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The Road Not Taken 10th Grade English

The task card reads: We have been working with how writers’ lives (and ours) are like metaphors which they (we) create through actions an deeds—including writing. Robert Frost wrote a poem called “The Road Not Taken.” Your task is to analyze the poem as a metaphor for Frost’s life. To do that, you should:

"  Find the poem, read it, interpret it, and reach consensus on what’s going on with it and what it means.

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" Research Frost’s life, making a “stepping stones” diagram of his life, similar to the ones you created for your own life earlier this month.

" Develop a sounds cape which takes us along Frost’s “journey in the woods” using music, found sounds, sound effects, and appropriate mime, body sculpture or narration to help your audience understand the feelings which a “journeyer in the woods” would have as they come to straight places, landmarks, decision points, etc.

" Create an “overlay” of his life and the poem, using words and images in such a way that they illustrate the metaphorical relationships between the two.

"  Transfer the key ideas in the poem to the life and experience of a noted person about whom we are all likely to know a bit – and about whom we are likely to be able to learn a bit more. Your “transfer” must be shared with the class in a way which is clear in regard to the person and the poem, and clarifying in regard to ways in which literature can help us understand ourselves. 64

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"  Be certain that your final products demonstrate your understanding of metaphor, the relationship between varied art forms in communicating human meaning, and details of the people and poem with whom/which you are working.

"  As usual, you should appoint a group leader and materials monitor. Determine the best roles for each person in your group to play in completing your task. Develop a written work plan, including a timeline and group conference times. In the end, be ready to share the rubric by which your group’s work should be assessed (including required elements as well as your own sense of what else constitutes an appropriate product.) You may have up to 30 minutes to make your presentation(s) – plus a ten minute question exchange with others in the class who view your work.

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Design an engaging assessment where there are options for demonstrating learning

•  Using the examples you have just seen:

Sternberg’s Triarchic or Learning Modalities Visual, Auditory, and kinesthetic, design an assessment based on a

component in Stage 1- either an understanding or essential question. Enter this on your template

You have 12 minutes for this task. 66



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Some other types of formative assessments to use for exercises or

checks for understandings

The following slides provide information on some types of formative assessments that may be new to you. We will review and discuss these using a jigsaw approach.

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Other formative Assessment Strategies and Checks for Understanding

Work alone or with a partner. •  Read over the examples in the next

12 slides. •  Make note of any questions you may

have. •  How could you use these strategies

to drive instruction? •  How will ongoing assessment help

you teach for success? 68

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Squaring Off Whole Group Assessment 1. Place a card in each corner of the room with one of the following

words or phrases that are effective ways to group according to learner knowledge.

Rarely ever Sometimes Often I have it! Dirt road Paved road Highway Yellow brick road 2.  Tell the students to go to the corner of the room that matches

their place in the learning journey. 3.  Participants go to the corner that most closely matches their

own learning status and discuss what they know about the topic and why they chose to go there.

Gregory, G.H. & Chapman, C. (2001). Differentiated Instructional Strategies: One Size Doesn’t Fit All. Thousand Oaks CA: Corwin Press. 69 70

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Yes/No Cards •  Using a 4x6 index card the student writes YES on one side

and NO on the other. •  When a question is asked the students hold up YES or NO. 1.  Ask the students if they know the following vocabulary

words and what they mean. 2.  Call out a word. If a student is holding a YES they may be

called on to give the correct answer. 3.  Remind them that if they don’t know the words it is OK

because they will be learning them. 4.  You can do the same thing with conceptual ideas, etc.

YES NO

Gregory, G.H. & Chapman, C. (2001). Differentiated Instructional Strategies: One Size Doesn’t Fit All. Thousand Oaks CA: Corwin Press.

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Thumb It! •  Have students respond with the position of their

thumb to get an assessment of what their current understanding of a topic being studied.

•  Where I am now in my understanding of ______?

Up Sideways Down Full Speed Ahead! Slow Down, I’m getting Stop! I’m lost.

confused.

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Fist of Five Show the number of fingers on a scale, with 1

being lowest and 5 the highest.

Ask, How well do you feel you know this information?

5.  I know it so well I could explain it to anyone. 5.  I can do it alone. 5.  I need some help. 5.  I could use more practice. 1. I am only beginning.

Gregory, G.H. & Chapman, C. (2001). Differentiated Instructional Strategies: One Size Doesn’t Fit All. Thousand Oaks CA: Corwin Press.

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Assessment Strategies to Support Success

1. Whip Around: Assessment) •  Teacher poses question •  Students write response •  Students read written responses rapidly, in

specified order. •  Teacher takes notes •  Develop closure / clarification / summary

2. Status checks: (Assessment) •  Thumbs up/thumbs down/ wiggle palm •  Colored cards (red, green, yellow) •  Windshield – 

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3. Quartet Quiz: (Assessment) –  Teacher poses question –  Students write/prepare response –  Students meet in quads and check

answers –  Summarizer reports, “We know/ We

wonder” –  Teacher records on board –  Closure/clarification/next steps


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4. Jigsaw Check: (Review/Assessment) •  Teacher assigns students to groups of 5-6 •  Teacher gives each student a question card, posing a Key

understanding question •  Students read their question to group •  Scorecard Keeper records # of students for each question who

are: •  Really sure •  Pretty sure •  Foggy •  clueless

•  Students scramble to groups with same question they have/prepare solid answer

•  Go back to original groups, share answers •  Re-read questions •  Re-do scoreboard •  Report before and after scoreboards


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Directions: Complete the chart to show what you know about Civil Rights.

Write as much as you can.

Definition Information

Examples Non-Examples Patriotism

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WORDS

Variables

PICTURE

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Journal Prompts for Ongoing Assessment

A. Write a step by step set of directions, including diagrams and computations, to show someone who has been absent how to do the kind of problem we’ve worked with this week.

B. Write a set of directions for someone who is going to solve a problem in their life by using the kind of math problem we’ve studied this week. Explain their problem first. Be sure the directions address their problem, not just the computations.

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Checks for Understanding and Self Assessment

•  Student rubric •  Check list •  Journal entries for reflection •  Informal checks for understanding

-Hand signals -Index card summaries and questions (3-2-1, big ideas of lesson, something you don’t fully understand. -Think and draw

•  Web or concept map •  Two minutes essay

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Teacher prepared pretests KWL charts and other graphic organizers Writing prompts/samples Questioning Guess Box Picture Interpretation Prediction Teacher observation/checklists Student demonstrations and discussions Initiating activities Informational surveys/Questionnaires/Inventories Student interviews Student products and work samples Self-evaluations Portfolio analysis Game activities Show of hands to determine understanding Drawing related to topic or content Standardized test information Anticipation journals 80

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Checks for Understanding and Self Assessments

Using your Stage 2 template, list 5 or more checks for understanding or self assessments you can use at the end of daily lessons in your unit on a specific component of Stage 1.

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More Traditional Formative Assessments

There are times within when a daily quiz or short answer or multiple choice formative assessment is appropriate. For example, vocabulary quiz, timelines, problems, etc.

List and specific traditional paper and pen assessments on knowledge and skill from Stage 1 on your Stage 2 template.

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Student Self Assessment

Why have students self assess and reflect on their learning?

•  To gain insight into how sophisticated and accurate a student’s view is of the tasks, criteria, and standards he or she is to master (for both the student’s and teacher’s benefit)

•  To evaluate ongoing progress •  To establish goals for improvement •  To identify prejudices and habits related to

learning 84



The goal of self assessment and reflection

•  The long term goal is for students to practice enough self assessment (developed by the teacher and under the teacher’s guidance) to create their own assessments or checklist about their progress, evaluate their performance, and set goals independently

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Types of Self Assessments and Reflections

1. Rubrics and other scoring tools to evaluate understanding of content and skills that are used by both the teacher and the student for both specific tasks and long term progress

2. Self reflections about the process and products of their work and learning prejudices

3. Ongoing short self assessments and reflections to determine the level of understanding and require the student to be self-critical in daily lessons and activities

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6 Steps in Using Rubrics to Improve Proficiency

1.  Involve students in developing the rubric 2.  Teach students to apply the criteria 3.  Give students a new task to perform 4.  Teach students to evaluate the performances

of peers or have students evaluate their own performance

5.  Give students feedback on their self-evaluation 6.  Help students develop plans for improvement

Fairfax Co Public Schools. Performance Assessment for Language Students 87

Some criteria to consider for habits of mind rubrics

•  I am aware of my own thinking. •  I plan carefully before I begin work. •  I am aware of available resources that

could help me complete a task. •  I listen to and evaluate feedback to decide

if I need to change my approach to a task. •  I evaluate how well I am doing.

Assessing Student Outcomes, Marzano, Pickering, McTighe. 1993

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•  I am accurate in my work. •  I am clear in my work. •  I am open-minded. •  I avoid acting without thinking. •  I state my ideas or opinion if the issue or

situation warrants it. •  I am sensitive to the feelings, knowledge,

and abilities of others.

Assessing Student Outcomes. Marzano, Pickering, McTighe. 1993 89

Where to use self assessments and reflections in the design process

•  In gathering evidence of a student’s understanding (as part of stage 2) as part of performance tasks or other evidence

•  In designing lessons and activities which will provide students ongoing feedback on there progress at the beginning, middle and end of units

•  In having students reflect, over time, their progress toward meeting standards, learning goals, and habits of learning

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Some guidelines for constructing rubrics and other scoring tools for students

•  Use reiterative core performance tasks and accompanying scoring tools to assess whether student understanding is becoming more sophisticated over time.

•  Use scoring tools that will evoke misunderstanding. •  Require students to self-assess their previous as well as

their present work. •  Use longitudinal rubrics along a novice-expert continuum

(scoring standards that remain the same over time) not merely task-specific rubrics.

•  Use rubrics and scoring tools that get at whether or not the student sees the big picture

Educative Assessment, Grant Wiggins, 1998. Chapter 4 91


•  I work hard on tasks when the answers or solutions are difficult to find.

•  I push myself to try things that I’m not sure I can do.

•  I create, trust, and use standards for evaluating my own work.

•  I find new ways of looking at situations that are different from the usual ways in which people look at them.

Assessing Student Outcomes. Marzano, Pickering, McTighe. 1993

92

Short self assessments for daily lessons and activities

•  Short essays during or at end of class related to understanding key concepts or the day’s lessons

•  Assessing a complex or difficult task •  Exploring feelings about habits of learning •  Informal checks for understanding

93

Using data from self assessments and reflections

•  To set goals for future learning

•  To correct misconceptions

•  To improve current performance task

•  To determine strengths and weaknesses on specific task or longitudinal work

•  To evaluate learning prejudices

94

Student Self Assessment

•  Design at least two student self assessments that you can use at the end of a daily lesson that will take around 5 minutes. Match these to a specific component in Stage 1. Enter on student self assessment in your Stage 2 template.

•  You have about 7 minutes for this task.

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Providing Feedback On Assessments



What does this research based quote mean for your assessments?

“The quality and quantity of feedback is directly proportionate to the increase in achievement.” Grant Wiggins

Feedback Strategies

•  Timing: When given and how often

•  Amount: Prioritize: how many points made, and

how much about each point

•  Mode: Oral, written, visual/demonstration

•  Audience: Individual or group/class Susan Bookhart: How to Give Effective Feedback to Your Students

98

Feedback Content •  Focus: On the work or process, on self-regulation,

on student personally •  Comparison: To criteria for good work (criterion),

to other students( norm referenced) •  Function: Description, evaluation/judgment •  Valence: positive or negative •  Clarity: clear to the student or unclear •  Specificity: Nitpicky, just right or overly general •  Tone: Implications and what the student will hear. Susan Bookhart: How to Give Effective Feedback to Your Students

99

Strategies to Help Students Learn To Use Feedback

•  Model giving and using feedback yourself. •  Teach students self- and peer assessments. •  Be clear about the learning target and the

criteria for good work. (clear directions, rubrics, etc. Have students practice writing rubrics.

•  Design lessons in which students use feedback on previous work to produce better work or with similar assignments with same learning targets.

•  Provide opportunities for students to make connections between feedback and improvement. Susan Bookhart: Effective Feedback 100

101

Alternatives to consider for feedback and grading not related to a numerical

or letter grade scale •  Labels of levels of responses: i.e., excellent,

satisfactory, progressing, needs improvement or advanced, complete, incomplete, incorrect or not accurate.

•  Written comments: i.e., full grasp of concepts, misunderstanding of___, creative response, full understanding, partial understanding.

•  Formative assessments, if graded with a letter grade, should not “count” as much as summative assessments in the grading period or unit grades. Consider progress

101

Examining Feedback Match to Student Assessments

•  Given what you’ve just seen and discussed, now examine the formative assessments you’ve created to determine what feedback strategies and the content of that feedback would be most appropriate for each of the assessments you have designed so far.

•  Use the formative assessment worksheet to add this information.

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Summative Assessment Of Learning and Engagement

and Assessment of Understanding

Match the Assessment Evidence

with the Learning Goals

=

104

Just because the student “knows it” …

•  Evidence of understanding is a greater challenge than evidence that the student knows a correct or valid answer – Understanding can only be inferred if we

see evidence that the student knows why (it works, it is important) knows how (to apply it)

© Understanding by Design, McTighe and Wiggins 105

6 Facets of Understanding: evoking better evidence

–  explanation – student theories - ‘the why’ –  interpretation – meaning, stories, translations

made by student –  application – of knowledge in (new) context –  perspective – awareness of other points of

view, critical stance –  empathy – “walk in the shoes of...” –  self-knowledge – wisdom, “knowing thyself”,

aware of one’s prejudices and habits of mind


Guiding Principles of Performance Assessments

•  Often occur over time •  Result in a tangible product or observable

performance •  Encourage self-evaluation and revision •  Require judgment to score •  Reveal degrees of proficiency based on

criteria established and made public prior to the performance

•  Sometimes involve students working together 107

Ongoing Feedback on Performance Task

•  Harvard Assessment Seminars: –  "Secondly... an overwhelming majority are

convinced that their best learning takes place when they have a chance to submit an early version of their work, get detailed feedback and criticism, and then hand in a final revised version...

– Many students observe that their most memorable learning experiences have come from courses where such opportunities are routine policy."

108



Descriptors for Authentic Performance Tasks

•  What is done in the real world •  Address realistic problems

•  Have realistic options

•  A realistic audience

•  A genuine purpose

109

Performance Task Example

Sixth Grade “Mathematics” Task Build a “dream house” that

requires floor plans, square footage details, cost analyses, financing.*

*Actual task created by Robert E. Freeman, Public Schools of Robeson County, Lumberton, North Carolina.

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Example: Mail-Order Friend

•  Imagine that you could order a friend from a mail-order friends catalog. Before ordering, think about the qualities that you value in a true friend. Then, make sure that you speak clearly so that the salesperson will know exactly what type of person to send you.

111

Example: What’s Wrong with Holden? •  You are a member of Holden

Caulfield’s case-review committee at the hospital from which Holden is telling his story. Your task is to write: – 1) a diagnostic report for the hospital

OR – 2) a letter to Holden’s parents

explaining what’s wrong with him. •  Base your analysis on Holden’s own

words. 112

Example: Teach a Lesson

•  You have been asked to help a third grader understand the economic concept of “supply and demand”. Design a plan for a 5 minute lesson. You may wish to use examples (e.g., Beanie Babies or Pokémon cards), visuals, or manipulatives to help them understand. 113

Example: Spot Remover

•  Chris wants to decide which of two spot removers is best. First, he tried Spot Remover A on a T-shirt that had fruit stains and chocolate stains. Next, he he tried Spot Remover B on jeans that had grass stains and rust stains. Then he compared the results.

•  What did Chris do wrong that will make it hard for him to know which spot remover is best? Explain how he could decide which spot remover is best.

114



Example: State Tour

•  The Department of Tourism has asked your help in planning a four-day tour of (your state) for a group of foreign visitors. Plan the tour to help the visitors understand the state’s history, geography and its key economic assets.

•  You should prepare a written itinerary, including an explanation of why each site was included on the tour.

115

Example: Explorers Wanted

•  You are an out-of-work global explorer. You want to present your application and resume to be employed by the crown (European king or queen) to make one final voyage of discovery to the new world. Your goal is to recapture your past glory and achieve new success. Your resume and application should focus on your past achievements and discoveries.

116

Example: Tribal Council

•  Imagine that you are a member of the council of elders of a Native American tribe living on the plains. Discuss - “What should we do when threatened with relocation – fight, flee, or agree to move (to a reservation)? What impact would each course of action have on our lives?”

117

Example: Day Care Center

•  You have been hired by a day care agency to fence in an area to be used for a play area. You have been provided with 60 feet of fencing (in 4’ sections) and a 4’ gate. How can you put up the fence so the children will have the maximum amount of space in which to play?

•  Submit your plan for the playground area. Include a diagram, your calculations, and a summary of why this is the best design.

118

Example: Making the Grade

•  Your math teacher will allow you to select the method (i.e., mean, median or mode) by which your quarterly grade will be calculated.

•  Review your grades for quizzes, tests, and homework to decide which measure of central tendency will be best for your situation. Write a note to your teacher explaining why you selected that method.

119

Scenario Example for Science –  The goal is to determine the best solution for evaluating

water quality and usability for recreational purposes in your city.

–  Role: You are the director of the water authority –  Audience are members of the city council who must

make final decisions on usability based on your recommendations.

–  Situation: You must plan and assess the water quality from at least 5 different fresh water locations in your city, conduct experiments, and write a report for non-scientists on your findings and recommendations.

–  Products or Performances: Identified experiments, tests, and results from 5 water samples. Written or oral report with visuals and recommendations to explain the conditions and analysis of each water site.

120



Scenarios for Authentic Tasks •  Build assessments anchored in

authentic tasks using GRASPS: –  What is the Goal in the scenario? –  What is the Role? –  Who is the Audience? –  What is your Situation (context)? –  What is the Performance challenge? –  By what Standards will work be judged

in the scenario? See for specific examples

SPS

GRA

T

121

Social Studies Scenario Example for an Authentic Performance Task

– Your goal is to determine why the urban riots of the late 60's happened. You are one of many august members of an LBJ appointed panel, the Kerner Commission, who must report to the president and the country on why the violence happened and what can be done about it.

– You will produce a collective report that must be thoughtful, thorough, and clearly presented. Your personal contribution will be judged through journal entries, observations of work and discussion, and sections of writing you produce. 122

Differentiating an Assessment Task

•  Create a museum display, including artifacts, pictures, and diary entries, depicting a week in the life of a family of settlers living on the prairie.

•  The display should also include a “map of the settlement” and a description of how the geography of the region impacted the settlement. A written or oral explanation will provide students the opportunity to demonstrate how their museum display expresses their understanding of the Westward Movement.

!"#$123

GRASPS for Westward Movement •  G-Demonstrate understanding of life on the prairie and

the westward movement for early American pioneers •  R- you are a museum director responsible for displays

and artifacts of life on the prairie •  A-museum goers •  S-As part of the display, you must gather artifacts,

pictures, and diary entries, depicting a week in the life of a family of settlers living on the prairie.

•  P- various products representing the hardships, challenges, courage, and ingenuity of pioneers including pioneer children.

•  S-completeness and accuracy of display, use of varied resources. Individual work and group work evaluated

124

Assessment Task before DI

This task will address understandings in the unit posed through the following questions: How does a week in the life show the courage, ingenuity, and collaboration of the pioneers? How does the reality of life differ from what was expected? How does the display depict the “Pioneer Spirit?”

!"%$125

After Differentiation – G – Students will demonstrate an

understanding of what a pioneer is through their depiction of conditions in settlements on the prairie as a result of the Westward Movement.

– R – Your group has been hired by the museum director to collect and display artifacts, documents, and personal memoirs from the Westward Movement. • Your group will work together to create your

display. !"&$126



After Differentiation –  A – Museum visitors ranging in age from first

grade through adult wanting to understand what life on the prairie was truly like.

–  S – Your group has access to, or will create, a number of submitted artifacts for the museum. Your job is to select a variety of display items which will show the joys and triumphs of life on the prairie.

–  P – The display (from the group) will include: •  Documents (including diaries, letters and/or

journals), pictures and visual displays, and/or artifacts of collected items used in everyday life.

!"'$127

After Differentiation •  Individually, each student will choose to show their

learning through taking on a role to explain the importance of the display.

– Docent – Explain orally what each item in the display tells us about life on the prairie.

– Museum Curator – Defend why the display includes the items it does.

– Historian – explaining the historical significance of each item

– Writer – preparing to write a new novel about the prairie and how each item might be used in the novel

– Journalist – giving a review of the display and its impact for the local newspaper

– Troubadour – Write a theme song depicting life on the prairie based on the display

!"($128

After Differentiation – Each student will contribute at least one item for

the display • A written or oral product explaining the items in

the exhibit. This should articulate how the realities of pioneer life differed from expectations and exemplify the “Pioneer Spirit.” It should include an explanation of what a “pioneer” is, demonstrate knowledge of the details of settlements and pioneer life, explain the relationship how geography impacts settlement, and provide evidence that students understand and can use the correct vocabulary.

!")$129

After Differentiation •  Individual evaluation will be based on:

•  Accuracy and significance of the item contributed to the display

•  Oral or written product including proper use of vocabulary from differentiated roles following the creation of the display

– Demonstration of understanding of both the hardships and opportunities on the prairie

– Explanation of how the realities of the prairie differed from the expectations

•  Individual peer description of each members’ contribution

•  Individual self-evaluation !#*$

130

Summative Performance Task To Assess Understandings of Your

Unit •  Using the GRASPS model or a narrative

model, develop an assessment that demonstrates real world relevance to your topic and that will show transfer of learning.

•  Identify the criteria you will use to evaluate this task.

•  Use the Stage 2 GRASPS section of your template to complete this work.

131

Directions for authentic task work

•  Using the GRASPS model or a narrative model, develop an assessment that demonstrates real world relevance to your topic and that will show transfer of learning.

•  Identify the understandings you will address and determine the goal(s) for performance or product

•  Identify the criteria you will use to evaluate this task.

•  Use the examples and tools in your packet of handouts.

•  Use your Stage 2 template for you unit and label as GRASPS.

132



Goal is “Educative Assessment” •  Better Feedback, More Consistent and Valid

Scoring –  Rubrics de-mystify standards and grades

•  Students need to know what quality looks like and where they stand and why, if they are too improve performance

–  Rubrics make for more consistent scoring across time and across teachers

–  Rubrics tend to make scoring more valid, less arbitrary

133

Performance Assessment Review •  Based on the following criteria we will

examine your authentic tasks together to seek feedback and guidance related to the following: -Authenticity -Credible Evidence -Instructional Worthiness -User Friendliness

With someone at your table group, exchange tasks and examine for the criteria above. 134

Assessment Summary

Assessment is the key to improvement in teaching and

learning; it is not just evaluation.

Sound results = inferences based !on multiple !sources of appropriate!data, collected over time.!

Sound and credible results:


Reliability: Snapshot vs. Photo Album

•  We need patterns that overcome inherent measurement error

– Sound assessment (particularly of State Standards) requires multiple evidence over time - a photo album vs. a single snapshot


For Reliability & Sufficiency: Use a Variety of Assessments

•  Varied types, over time: – authentic tasks and projects – academic exam questions, prompts,

and problems – quizzes and test items – informal checks for understanding – student self-assessments




ACQUISITION, MAKING MEANING AND TRANSFER:

LEARNING PRINCIPLES

Introduction to Stage 3

139

1. Identify desired results

2. Determine acceptable evidence


3 Stages of Design: Stage 3

140

Stage 3: Aligning Lessons and Activities to Stages 1 and 2

In developing a day by day design of lessons and activities we must keep the following in mind:

1. We must address all the elements in Stage 1 2. We have to prepare students to be successful on the

performances and other evidences including self assessment (it’s ok to teach to the test in UbD as we looking for transfer)

3. Activities and lessons must be meaningful and engaging and address the needs of diverse populations

4. This is the primary stage for differentiation 141

It’s About Selecting Appropriate Instructional Strategies

•  Think about your most successful instructional strategies that you use frequently. List up to 10 on an index card.

•  This is a starting point in thinking about matching the most effective instructional strategies to meet desired results.

142

Acquisition

•  A fact is a fact; a skill is a skill. We acquire each in turn, either through direct instruction or self-learning. The teaching methods used in acquisition are familiar and include various techniques of direction instruction including lecture presentation, advanced/graphic organizers, convergent questioning, and demonstration/modeling. The cognitive work involves the apprehension of new material and the goal is automaticity: I can recall it and plug it in on cue “unthinkingly.”

© Grant Wiggins and Jay McTighe, 2010

143

Acquisition does not yield understanding;

it is necessary but not sufficient.

If I have skills and facts, it does not mean that I understand.

I cannot, however, understand without those skills and facts.

Acquire information

144



Most Common Acquisition Strategies

•  Lectures

•  Demonstrations

•  Readings

•  Videos

•  Guest Speakers 145

More Acquisition Strategies # Present unit and/or lesson goals, schedule, and

expectations for performance. # Show models and exemplars for expected products and

performances. # Help students acquire basic information and skills through

explicit instruction and question and answer and modeling. # Give some short form of diagnostic assessment or pre-

assessment about concepts, knowledge, or skills related to the unit or lesson topic.

146

Enhancing Direct Instruction or Lectures Through:

•  Discussion partners •  Processing time (10-2 wait time) •  Written outlines •  Graphic organizers •  Listening logs •  Interactive notebooks •  Signal cards •  Assessing Prior Knowledge

147

Creating Meaning Making • Meaning making begins and unfolds

not so much with lessons but with questions and challenges to our current understanding. © Grant Wiggins and Jay McTighe, 2010

148

Meaning Making •  What do these facts (acquisition) imply? Or:

When should I use this skill (or not)? is to appropriately question what those facts or skills mean. I want to know (or am asked to determine) their sense, their import, their value; I need to know what and how I should think about them. I therefore need in my learning to become better at asking questions, inquiring into the meaning of things, developing a theory, and challenging my own thinking and that of others.

© Grant Wiggins and Jay McTighe, 2010

149

Making Meaning •  That’s why we can learn content but not ‘understand’ its

meaning or use it wisely. I might learn many facts about our 3 branches of government. But just because I have acquired that content doesn’t mean I understand it or know how to apply it. What are the strengths and weaknesses of a 3-branch system of government? If I have only acquired the facts, I have no good answer to the question (unless I answer completely by a script, but then any questions put to me leave me speechless). If, however, I have been asked to explore other democracies and address this question at various times in various ways, I have ‘made meaning’ of the facts.

150



Meaning Making, continued •  Learning for meaning is thus quite different from

instruction related to acquisition. Meaning making begins and unfolds not so much with lessons but with questions and challenges to our current understanding. Instruction that supports such active construction of meaning must therefore include various inquiry-oriented approaches (e.g., Problem-Based Learning, Socratic Seminar, Reciprocal Teaching), divergent questioning & probing, concept attainment, use of analogies, understanding notebook, rethinking and reflection prompts, etc.

© Grant Wiggins and Jay McTighe, 2010 151

Typical Meaning Making Strategies

•  Identifying Similarities and Differences •  Summarizing and Note Taking •  Nonlinguistic Representations •  Cues, Questions, and Advance Organizers •  Generating Hypotheses

From A Handbook of Classroom Instruction that Works. Robert Marzano, et al. ASCD

152

What do these facts imply?

When would I use this skill (or not)?

What is their sense, import, value?

Constructing meaning

153

Making Meaning We can learn content but not ‘understand’ its meaning or use it wisely.

What are the strengths and weaknesses of a 3-branch system of government?

If I have only acquired the facts, I have no good answer to the question (unless I answer completely by a script, but then any questions put to me leave me speechless). ©Jay McTighe and Grant Wiggins. 2010

154

Instruction that supports active construction of meaning:

Problem-Based Learning Socratic Seminar Reciprocal Teaching Questioning & probing Concept attainment activities Use of analogies Understanding notebooks Rethinking and reflection prompts

155

Transfer

•  Yet, meaning-making may not be enough an achievement either. Just because I have an academic understanding of our government, it doesn’t follow that I could ‘transfer’ that understanding to help design the new Iraqi government or be a model citizen in our country. Vice versa: I could be an excellent legislator or justice (i.e. how to transfer my principles to specific cases) but weak on the intellectual history, and have gaps in my recall of the facts of many laws.

156



Transfer •  Transfer is a different goal from meaning making though

clearly related to it. Having acquired lots of knowledge and skill, and having been helped to make sense of what it means or how it might be useful, I now must draw from my repertoire to wisely and effectively apply my learning to new specific situations – and the learning plan must equip me to do so.

•  We propose that “teaching for transfer” requires the teacher to function like a coach in athletics and the arts. Thus, the learner needs many opportunities to try to perform in contexts – to apply their learning to increasingly complex and authentic situations, as the teacher provides specific prompting, feedback, and guidance; then removes the scaffolding gradually. Of course there is a role for direct instruction and modeling, but always in the context of trying to improve (increasingly autonomous) transfer performance on worthy tasks: the ultimate goal of transfer is to make the coach barely needed.

© Grant Wiggins and Jay McTighe, 2010 157 158

Typical Transfer Activities •  Create a product or performance as an assessment or

activity that is authentic (real world if possible). RAFT or GRASPS.

•  Develop a hypothesis-Design an experimental inquiry to test it.

•  Select and use problem-solving and decision making strategies previously learned in new and unique situations.

•  Give a persuasive speech based on research on a specific topic and persuasion.

159 160

Do not transfer their learning

Do not know what to do when stuck or confronted with complex challenges

Think successful learning equals accurate recall

Are needlessly bored 161

Don’t demand higher-order thinking frequently enough

Overlook long-term goals and end up as ‘coverage’

162



Transfer, Make Meaning, Acquire

Learning is this constant back and forth of the three elements, in all sequences: Acquire, Make Meaning, Transfer.

163

Some Examples of TMA •  Students are provided with 4 demonstrations of

physical events (pendulum, shooter of pellets, car slowing down, sling) and asked to explain them in terms of Newtonian principles and the question “Why does that move the way it does?” M

•  Students are asked to generalize from laboratory data M

•  Students read the textbook on the 3 laws of Newton and take a quiz on their reading A

•  Students must build a working roller coaster based on their learning about forces, vectors, and Newtonian laws T

164

Examples of TMA

•  Students read a story with new words important to the story M Students receive, learn, and memorize words from a vocabulary list A

•  Students group the words and consider: who needs to know this word? M

•  Students play Scrabble and do Crossword Puzzles T

165

Contact Information

Janie Smith [email protected]

Evaluating your Experience

167

Below is a link to ASCD’s online Professional Development Feedback

Survey. We encourage all participants to complete the online evaluation within the next ten (10) days. All responses will be

anonymously reported to ASCD.

http://survey.ascd.org/TakeSurvey.aspx?SurveyID=98K2mpl

Thank you for taking the time to honestly evaluate the program. The

results we receive help us to improve the quality of services you receive