Backwards Design, Stage 2.
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A Closer Look At Backward Design Exploring Stage Two
description
Commonplace Book Entry #2 based on the second stage of Backward Design, as described in Understanding by Design, Chapters 7 and 8.
Transcript of Backwards Design, Stage 2.
A Closer Look At Backward Design
A Closer Look At Backward DesignExploring Stage Two
Stage Two: Determining Acceptable EvidenceDetermine Acceptable Evidence:1) What evidence can show that students have achieved desired results?2) What assessment tasks and other evidence anchor the curriculum and guide instruction?3) What should we look for to determine the extent of student understanding?Dont Think Like a Teacher; Think Like an AssessorWhat kinds of evidence do we need?ExampleView the following video. What kinds of evidence did this teacher look for/find to assess student understanding?Example
ExampleSome things you may have found:Asks questions while teachingLooks at students (possibly looking for faces of confusion)After demonstration, has students identify the parts of a complete sentence individuallyConsider a Range of Assessment Methods
QuestionsConsider a Range of Assessment Methods
QuizzesConsider a Range of Assessment Methods
TestsConsider a Range of Assessment Methods
PerformanceTasksConsider a Range of Assessment Methods
ProjectsConsider theseAuthentic TasksGRASP (Goal, Role, Audience, Situation, Performance, Standards) tasks AndThe Six Facets as assessment blueprints
Explanation
Interpretation
Application
Perspective
Empathy
Self-knowledge
Moving Forward
Remember this question?What should we look for to determine the extent of student understanding?
Criteria and ValidityClear and appropriate criteria specify what we should look at to determine the degree of understanding and serve us in making a judgment-based process consistent and fair.Rubrics: Criterion-based scoring guide Appropriate Criteria highlight the most revealing and important aspects of the workRubricsConsider THESE questions when creating rubrics
Two Types
Holistic RubricTwo Types
Analytic RubricBuilding a successful rubricGather samplesSort student workClusterWrite a definitionSelect samplesContinuously refine
Check for validity!Validity refers to the meaning we can and cannot properly make of specific evidenceIS CORRECTNESS INDICATIVE OF UNDERSTANDING?The aim of Stage TwoGood evidence for judging achievement against stated goalsnull564557.3
