Stage 2Stage 2Understanding Understanding

by Designby Design

Assessment EvidenceAssessment Evidence

Three Basic QuestionsThree Basic Questions

-- What do we need in order to understanding the What do we need in order to understanding the learning goals?learning goals?

- What specific characteristics in student output - What specific characteristics in student output should we focus on to determine if the desired should we focus on to determine if the desired results were achieved? (rubrics designed)results were achieved? (rubrics designed)

-- Do the assessments enable us to infer a Do the assessments enable us to infer a student’s knowledge, skill, or understanding? student’s knowledge, skill, or understanding? (is it reliable and valid)(is it reliable and valid)

Activities Director vs. AssessorActivities Director vs. Assessor

Activities Director: Activities Director: What would be fun and interesting on this topic?What would be fun and interesting on this topic? What tests should I give based on content?What tests should I give based on content? How will I give students a grade?How will I give students a grade?

Assessor:Assessor: Given the goals, what performance task must anchor Given the goals, what performance task must anchor

the unit?the unit? Did the assessment reveal who really understood?Did the assessment reveal who really understood? What would be sufficient and revealing evidence of What would be sufficient and revealing evidence of

understanding?understanding?

From Snapshot to ScrapbookFrom Snapshot to Scrapbook

Assessments are more like a scrapbook of Assessments are more like a scrapbook of mementos and pictures than a single snapshot.mementos and pictures than a single snapshot.

Rather than one assessment at the end, gather Rather than one assessment at the end, gather lots of evidence along the way.lots of evidence along the way.

We are referring to evidence gathered through a We are referring to evidence gathered through a varietyvariety of of formal and informalformal and informal assessments assessments duringduring a unit of studya unit of study

Kinds of evidence …Kinds of evidence …

Continuum of AssessmentsContinuum of Assessments

Informal checks for understanding

Observations and dialogues

Tests and quizzes

Academic prompts

Performance tasks

Performance TasksPerformance Tasks

Understanding is revealed in performance.Understanding is revealed in performance. Understanding is revealed as transferability Understanding is revealed as transferability

of core ideas, knowledge and skill, on of core ideas, knowledge and skill, on challenging tasks.challenging tasks.

Assessments for understanding must be Assessments for understanding must be grounded in authentic performance-based grounded in authentic performance-based tasks.tasks.

Things to keep in mind…Things to keep in mind…

Designing assessments around problems Designing assessments around problems not just exercises.not just exercises.

The performance should directly or indirectly The performance should directly or indirectly require the students to address the essential require the students to address the essential questions.questions.

Some open-ended prompts and Some open-ended prompts and performance tasks do not have a single performance tasks do not have a single answer, evaluation of student work is answer, evaluation of student work is based on judgment guided by criteria.based on judgment guided by criteria.

Are the assessments reliable and Are the assessments reliable and valid?valid? ReliableReliable: we have confidence in the pattern of : we have confidence in the pattern of

results …results … ValidValid: Is the assessment fair? Is it measuring : Is the assessment fair? Is it measuring

what you asked the student to learn?what you asked the student to learn?

Rubric DesignRubric Design

Two possible ways to look at this:Two possible ways to look at this:

1)1) 6-facets of Understanding6-facets of Understanding

2)2) Bloom’s TaxonomyBloom’s Taxonomy

6-Facets of Understanding6-Facets of Understanding

A student who really understands….A student who really understands…. Can explainCan explain Can interpretCan interpret Can applyCan apply Sees in perspectiveSees in perspective Demonstrates empathyDemonstrates empathy Reveals self-knowledgeReveals self-knowledge

Bloom’s TaxonomyBloom’s TaxonomyA student who really understands….A student who really understands…. KnowledgeKnowledge ComprehensionComprehension ApplicationApplication AnalysisAnalysis SynthesisSynthesis EvaluationEvaluation

BSSD thought - ‘when’ are BSSD thought - ‘when’ are students proficient? Advanced?students proficient? Advanced?

* * ProficiencyProficiency: : demonstrating ownership of demonstrating ownership of

knowledge by applying knowledge by applying (using) learning (using) learning spontaneously or over time spontaneously or over time and/or by analyzing (taking and/or by analyzing (taking apart) content. apart) content.

Proficiency examples: Proficiency examples: apply practice employ apply practice employ

solve use solve use demonstrate show report demonstrate show report illustrate analyze dissect illustrate analyze dissect distinguish detect examine distinguish detect examine compare survey separate compare survey separate investigate contrast classify investigate contrast classify categorize categorize

BSSD Thought Cont.BSSD Thought Cont.

* * AdvancedAdvanced: : Synthesizing (Putting Synthesizing (Putting

together of ideas into a new together of ideas into a new or unique product or plan) or unique product or plan) AND/OR Evaluating (judging AND/OR Evaluating (judging and communicating the value and communicating the value of ideas/products on specific of ideas/products on specific criteria) criteria)

Advanced examples:Advanced examples: discusses relates discusses relates

contrast abstracts judges contrast abstracts judges disputes informs opinions disputes informs opinions create invent compose create invent compose predict organize plan predict organize plan construct design modify construct design modify imagine suppose imagine suppose improve produce Set up improve produce Set up What if. . . judge decide What if. . . judge decide evaluate critique justify evaluate critique justify debate verify argue debate verify argue recommend assess recommend assess

Our Assessment CriteriaOur Assessment Criteria Assessments effectively guide and provide Assessments effectively guide and provide

evidence for student achievement of established evidence for student achievement of established learning goalslearning goals

Assessments measure understanding/learning Assessments measure understanding/learning according to Bloom’s Taxonomy or the 6-facets of according to Bloom’s Taxonomy or the 6-facets of UnderstandingUnderstanding

A variety of assessments are created to allow for A variety of assessments are created to allow for differentiation, as well as, on-going feedback for differentiation, as well as, on-going feedback for specific learning goals (what students will know specific learning goals (what students will know and be able to do)and be able to do)