march 2005transition services preparation & training using the six facets of understanding to...

March 2005 Transition Services Preparation & Training

Using the Six Facets of Understanding to Evaluate Student Learning:

Modeling and Implementing Best Practice

Pamela Luft, Ph.D.

Kent State UniversityMarch 16, 2005

Charting the Course Together: Collaborative Assessment in Preparing Ohio’s Educators

[email protected]

Mach 2005 Transition Services Preparation & Training

The Pressure for Assessment Federal Requirements

Goals 2000 & America 2000 NCLBA

– AYP– Proficiency Tests

State and District Requirements

Use of Ohio Curriculum Standards

Grade-level Proficiency Tests


Teacher Preparation Programs

Professional Accreditation NCATE

– Outcomes-based measures using 6 - 8 assessments.

Council for Exceptional Children: KSU’s Assessments

– Praxis I & II– Clinical and Field Experience – Assessment and IEP Development– Behavior Change Project– Curriculum Based Measurement– Classroom-Based Unit Plan– Portfolio


Outcomes-Based Assessments

States and Districts Schools are under increasing pressure to raise

student outcomes based on state standards.

Higher Education’s Responsibility: To prepare their graduates to incorporate

standards into their teaching. To document outcomes based on these

standards.


Conceptually Focused & Assessed Teaching Units

Understanding by Design (Wiggins and McTighe, 1998) Based upon research on learning and

teaching (http://

www.ubdexchange.org/resources.html). Uses “backward design” process Incorporates multiple assessments to

ensure “understanding”


Unit Design Process Stage One: Begin with Needs

Incorporate external standards “Unpack” them into meaningful and teachable

chunks. – Review the standard for those elements that are

• (a) worth being familiar with,• (b) what is important to know and understand,

and • (c) what is authentic and relevant and of life-

long value to the student. Identify student needs that are:

Life-long and enduring Relevant and authentic Address key misperceptions or misunderstandings


Unit Development cont.

Stage One: Identify Overarching Questions Review key unit elements:

Standards that are at the heart—the “core” of the content Reflect life-long, enduring, and authentic student needs

Synthesize these into overarching and enduring understandings

Develop inquiry-based unit questions These focus and link the unit assessments and teaching

activities to the overall unit goals


Unit Development cont.

Stage Two: Identify Comprehensive Assessments Plan a variety of assessments that demonstrate

achievement of overarching understandings Use the Six Facets of Understanding Review to ensure sufficient evidence that

demonstrates the unit understandings Stage Three: Develop Instruction

Plan lessons and activities that prepare students for the assessments that demonstrate their understanding


Development Summary Use Stage One’s:

overarching and enduring understandings, which incorporate and unpack external standards,

To plan Stage Two’s: assessments to collect evidence of these

understandings, across the Six Facets,

Which are supported by Stage Three’s: learning experiences and instructional activities

that ensure that students have the necessary skills and knowledge

to fully and effectively demonstrate these understandings across each of the Six Facets.


Six Facets of UnderstandingUbD Facet Facet Description

Facet 1: Explanation Sophisticated explanations and theories

Facet 2: Interpretation Interpretations, narratives, and translations

Facet 3: Application Use knowledge in new situations and contexts

Facet 4: Perspective Critical and insightful points of view

Facet 5: Empathy Ability to get inside another person's feelings

Facet 6: Self-knowledge To know one's ignorance, prejudice, and understanding


Unit-Based Teaching

Good teaching should aim for depth, rather than superficial breadth (TIMMS report)

Develop instruction based on unit themes Broad themes can address the comprehensive

nature of standards Unit themes support redundancy of learning, to

increase depth of understanding allow expansion and extension of related skills

and knowledge—the standards Unit themes link individual tasks and

activities to reduce fragmentation and build these broader knowledge and skill learnings.


Instructional Unit

Deaf Education course Choose one theme for course units Use the three stages of unit design

Stage One:– ODE Standards– K-12 student needs across all instructional

areas and theme Stage Two:

– Assessments across the Six Facets Stage Three:

– One lesson plan for each content area


Dual AssessmentExperience

Course evaluation Understanding of UbD as evidenced

by the unit and other course projects across the Six Facets

Implementation Use of UbD process and Six Facets

for the unit design and assessment of learning


Course Assessments

Course Rubric

Unit Assignment


Assessment Skills Learned

Assessment across multiple facets of understanding Value of thorough evaluation

Synthesis of state standards and student needs into unit addressing life-long skills

Multiple assessment experience and perspective Application with own unit and for evaluating

students—imposer Utilization for evaluating coursework—

receiver


Programmatic Evaluation: NCATE and CEC Outcomes

Classroom Based Unit Plan Thorough learning of rubric use and

development through: Their own teaching unit with K-12 students Their project’s evaluation

Course-based evaluation becomes NCATE portfolio evaluation Data is accumulated across program


Unit Rubric

The Six Facets of Understanding document both knowledge and skill aspects of unit design and instructional planning Factual and declarative knowledge (Facets 1-2) Procedural knowledge (Facet 3) Abilities to synthesize and evaluate oneself and others

(Facets 4-6) Implementation of NCATE rubric

Utilized the six assessment facets with a 3-point rubric Special Education program chose this as a framework,

pending implementation decisions throughout the College


NCATE Application

Rubric: 3 = Exemplary 2 = Satisfactory 1 = Unsatisfactory

Tasks: Students will explain (Facet 1) and give examples or analogies

(Facet 2) to show how use of the three steps of unit design, and the six facets help to ensure that students “truly understand” a unit.

Students will develop an integrated teaching unit (Facet 3), using the three stages of backward design, incorporating the six facets of understanding, with lesson plans that provide the skills each student will need (Facets 4 & 5) to successfully complete the facets and demonstrate understanding of key unit outcomes.

Student will reflect on strengths and needs initially perceived and later evidenced through the unit development process; will identify two areas for improvement prior to student teaching (Facet 6).


Programmatic Implementation

Use of e-portfolios Assignments loaded on college server and locked Instructor uses e-rubric to grade NCATE search accumulates individual

assignments with grades across program

Technical support Undergraduate technology course

assigns individual server space Graduate workshops TBD


Issues Still Pending

Student passes course but fails NCATE project

Locating student files: Must use exact assignment

name— instructor cannot retrieve otherwise

Student can revise own version but course and NCATE version are locked


Project Implementation OSERS-funded Transition Services

Preparation for Teachers of D/HH Students Unit development process that integrates

transition skills Life-long, authentic, and relevant needs integrated into

content-area instruction Year One: Backward design process Year Two: Documentation of outcomes Year Three: Research-drive unit topics

MS-IEPs HS-IEPs Career Awareness Career Exploration


More Information

KSU’s Special Education Program NCATE evaluation: http://sped.educ.kent.edu/Files.htm Unit Rubric Unit Directions

More information on utilization of unit design rubric—see Teaching Units: http://www.educ.kent.edu/fundedprojects/TSPT/grant.htm


References National Center for Educational

Statistics (2003). Trends in international mathematics and science study (TIMSS). Washington, DC: Author. Available online: http://nces.ed.gov/timss/.

Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.

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