UbD Stage #2
Determine Acceptable Evidence
Determine Acceptable Evidence
Smart Learning Objectives
Specific - Measurable - Attainable - Results-focused - Time-focused
After completing this unit students will be able to the following:
1. Outline the components of the UbD template - Stage #2.
2. List and define the six facets of understanding.
3. State the four types of assessment criteria and provide an example for each.
Specific - Measurable - Attainable - Results-focused - Time-focused
After completing this unit students will be able to the following:
1. Outline the components of the UbD template - Stage #2.
2. List and define the six facets of understanding.
3. State the four types of assessment criteria and provide an example for each.
Understanding by Design
As we continue to move "backwards" through the Understanding by Design process, we now will develop the assessments by which we can determine if our students have achieved the Desired Results that were defined in Stage #1. The type of assessment will be appropriate and will align with the type of Desired Result. Ideally all of the Desired Results defined in Stage #1 will be represented in one or more of the assessments.
The most important Desired Results are the Transfer results. These represent deep and enduring understandings and so cannot generally be evaluated using quizzes or tests which generally measure only lower levels of understanding. However, other Desired Results which can be considered simple facts or information that would be nice to know are readily assessed by tests.
Understanding by Design - Stage #2
Determine Acceptable Evidence
Determine Acceptable Evidence
Performance Tasks
In Stage #2 of the UbD form you first will list the Performance Tasks that will be considered acceptable evidence of student achievement. Performance Tasks are activities which are open-ended and thus allow the students some flexibility in the design and creation of the work. In designing these tasks keep in mind six facets of understanding as defined by Wiggins and McTighe (2011).
Other Evidence
In addition to the Performance Tasks, the UbD template has spaces to define Other Evidence of assessment. Items in the Other Evidence list are evaluations of knowledge, skills and other goals which could not be easily or readily assessed in the Performance Tasks.
In Stage #2 of the UbD form you first will list the Performance Tasks that will be considered acceptable evidence of student achievement. Performance Tasks are activities which are open-ended and thus allow the students some flexibility in the design and creation of the work. In designing these tasks keep in mind six facets of understanding as defined by Wiggins and McTighe (2011).
- Explain - Students will paraphrase information they have read or learned in their own words. They can teach others what they have just learned.
- Interpret - Students can relate the new information to knowledge they already have obtained or to personal experiences.
- Apply - Students can use the new information in contexts beyond the specific situation in which it was presented.
- Perspective - Students get the big picture. They can examine the new information from another point of view. They can understand the biases inherent in a single viewpoint that may limit complete understanding.
- Empathy - Students can evaluate the knowledge as others would experience it. They can show that the information can have a different meaning based on one's viewpoint or past experiences.
- Self-knowledge - Students recognize the limits of their own understanding and the biases and background they have used to created meaning for themselves.
Other Evidence
In addition to the Performance Tasks, the UbD template has spaces to define Other Evidence of assessment. Items in the Other Evidence list are evaluations of knowledge, skills and other goals which could not be easily or readily assessed in the Performance Tasks.
Grading Rubric
The final section of Stage #2 is where the Grading Rubric for the Performance Tasks is defined. These are graded levels of performance which are objective and thus can be uniformly transferred to other instructors teaching the same unit. In designing the grading rubric consider the four types of criteria as defined by Wiggins and McTighe (2011).
The final section of Stage #2 is where the Grading Rubric for the Performance Tasks is defined. These are graded levels of performance which are objective and thus can be uniformly transferred to other instructors teaching the same unit. In designing the grading rubric consider the four types of criteria as defined by Wiggins and McTighe (2011).
- Impact - How effective was the performance? Did it achieve the stipulated goal?
- Content - Was the material presented in the performance accurate and pertinent to the project?
- Process - Were the methods used to complete the project appropriate?
- Quality - Was the task performance high quality?
The short video below will guide you through the Stage #2 section of the UbD template to highlight the various sections discussed above.
References
Wiggins, G. and McTighe, J. (2011) The understanding by design guide to creating high-quality units. Alexandria, Virginia, ASCD.
Wiggins, G. and McTighe, J. (2011) The understanding by design guide to creating high-quality units. Alexandria, Virginia, ASCD.