Welcome - Understanding by Design (UbD) Stage #2
SMART Learning Objectives
![SMART Objectives (Target)](/uploads/7/0/1/9/70199053/learning-objectives.jpg?371)
Upon completing this workshop, participants should be able to:
1. Write why an Authentic Task needs to be “messy” in a narrative format
2. Identify the two commonly used types of rubrics
3. Recognize the difference between Performance Tasks and Other Evidence
4. Define GRASPS and its relationship to creating authentic assessments
1. Write why an Authentic Task needs to be “messy” in a narrative format
2. Identify the two commonly used types of rubrics
3. Recognize the difference between Performance Tasks and Other Evidence
4. Define GRASPS and its relationship to creating authentic assessments
UbD Stage #2 Overview - Determine Acceptable Evidence
![Evidence](/uploads/7/0/1/9/70199053/woman-with-magnifying-glass-dollarphotoclub.jpg?372)
Stage 2, Determine Acceptable Evidence, involves assessing student performance, and differentiates between performance tasks and other evidence. Performance tasks require students to apply what they’ve learned in a new and unfamiliar situation to assess their conceptual understanding and transfer of lessons learned. Unfamiliar situations should be “messy” and unfamiliar in context, so the student has apply what they’ve learned with flexibility in a real or realistic settings (Wiggins & McTighe, 2011).
In addition to performance tasks, Stage 2 includes “other evidence” including traditional tests, quizzes, work samples and observations to shape the assessment picture and help determine what students know (Wiggins & McTighe, 2011).
To focus on standards for measuring performance, Rubrics are used as a criterion-based scoring guide for evaluating a product or performance along a continuum (Wiggins & McTighe, 2012).
In addition to performance tasks, Stage 2 includes “other evidence” including traditional tests, quizzes, work samples and observations to shape the assessment picture and help determine what students know (Wiggins & McTighe, 2011).
To focus on standards for measuring performance, Rubrics are used as a criterion-based scoring guide for evaluating a product or performance along a continuum (Wiggins & McTighe, 2012).
UbD Stage #2 Template Overview
1. Performance Tasks Desired Learning Codes and Tasks
1. Performance Tasks Desired Learning Codes and Tasks
![Performance Task](/uploads/7/0/1/9/70199053/6-facets-2.jpg?386)
Performance tasks in Stage 2 employ six facets of understanding to measure assessment. When a student understands, they can:
1. Explain principles, concepts, and processes in their own words, teach others, demonstrate reasoning, and justify their answers.
2. Interpret by making sense and add a personal dimension to text and data.
Experience and personally relate to stories, images, analogies, and models.
3. Apply by adapting and using what they know in complex or new contexts beyond what was learned in school.
4. Demonstrate perspective. Step back and see the big picture. Examine other points of view, recognize bias, and take a disinterested or critical stance of all issues.
5. Display empathy. Know how it feels to walk in another person's shoes, describe it, and find value in it.
6. Have self-knowledge. Demonstrate meta cognitive awareness, reflect on learning experiences and their meaning, and use habits of mind (Wiggins & McTighe, 2011).
When assessing understanding through the six facets, remember the following:
All six facets do not need to be used in every assessment. They are designed to generate assessment ideas. Only one or two may be required, and some fit better when assessing certain subjects. The facets are not hierarchical and can be used in any order.
Performance tasks using the facets are not intended for daily lessons. Save using the facets for culminating “big” performances. Daily lessons develop cumulative skills and knowledge needed to understand the performance, much like athletes practicing for a competitive sporting event (Wiggins & McTighe, 2011).
1. Explain principles, concepts, and processes in their own words, teach others, demonstrate reasoning, and justify their answers.
2. Interpret by making sense and add a personal dimension to text and data.
Experience and personally relate to stories, images, analogies, and models.
3. Apply by adapting and using what they know in complex or new contexts beyond what was learned in school.
4. Demonstrate perspective. Step back and see the big picture. Examine other points of view, recognize bias, and take a disinterested or critical stance of all issues.
5. Display empathy. Know how it feels to walk in another person's shoes, describe it, and find value in it.
6. Have self-knowledge. Demonstrate meta cognitive awareness, reflect on learning experiences and their meaning, and use habits of mind (Wiggins & McTighe, 2011).
When assessing understanding through the six facets, remember the following:
All six facets do not need to be used in every assessment. They are designed to generate assessment ideas. Only one or two may be required, and some fit better when assessing certain subjects. The facets are not hierarchical and can be used in any order.
Performance tasks using the facets are not intended for daily lessons. Save using the facets for culminating “big” performances. Daily lessons develop cumulative skills and knowledge needed to understand the performance, much like athletes practicing for a competitive sporting event (Wiggins & McTighe, 2011).
![Authentic Task](/uploads/7/0/1/9/70199053/authentic.jpg?381)
When creating assessments, a designer should strive to make the task “authentic” by attempting to make it as realistic as possible so learning applied flexibility and realistically as possible, making the task meaningful and motivating to the student.To help designers create meaningful tasks, they are encouraged to frame the features of the task using GRASPS, which is an acronym for having a Goal, facilitating a meaningful Role for the student, provide an Audience and Situation involving real-world application, student-generated Performance, and Standards for measuring performance success (Wiggins & McTighe, 2012).
2. Performance Tasks Evaluative Criteria
![Course Unit and Summary](/uploads/7/0/1/9/70199053/evaluative-criteria-1.jpg?652)
Performance tasks evaluative criteria helps the designer exercise judgement over goal performance. Well defined criteria helps create a defensible and consistent judgement-based processes for evaluation of student performance. Multiple-criteria helps when evaluating performances of various dimensions and complexities. While degree of impact is the basis of performance tasks, content, quality and process are also considered. Impact refers to the overall success of student performance. Content involves appropriateness and sophistication of performance. Quality refers to rigor and craftsmanship of the work, and process describes methods, procedures and approach used in the performance. When creating evaluative criteria, only use the most appropriate type that best aligns to a specific performance (Wiggins & McTighe, 2012).
3. Other Evidence Desired Learning Codes and Other Evidence
![Transfer](/uploads/7/0/1/9/70199053/other-evidence3.jpg?652)
Not all tasks need to be complex to support understanding. Other evidence on the template consists of less complex and familiar assessment methods such as tests, quizzes, observations, assignments to help round the assessment and provide evidence of desired results. Other evidence can overlap performance based assessments to help increase validity and reliability of the overall assessment (Wiggins & McTighe, 2012).
4. Other Evidence Evaluative Criteria
![Meaning](/uploads/7/0/1/9/70199053/other-evidence2.jpg?652)
Just as other evidence supports overall performance using less complex tasks, its evaluative criteria is also less complex. This criteria can be assessed using descriptors such as: accurate, precise, appropriate, knowledgeable, skilled, and proficient to name a few (Wiggins & McTighe, 2012).
5. Grading Rubric
Rubrics are criteria-based scoring guides used to evaluate a performance or product along a continuum. They consist of evaluative criteria which are qualities that must be met for work to meet a standard, a fixed measurement scale of 4-5 levels, and indicators that are descriptive and differentiate among degrees of understanding, quality, or proficiency. Two commonly used types of rubrics are holistic and analytic. Holistic rubrics provide an overall impression of the elements of quality and performance levels in a student’s work. Analytic separates performance into two or more dimensions, judging each separately. The rubric used in our Stage #2 template is analytic. Effective rubrics discriminate among different degrees of proficiency or understanding, provides consistency in judgement of student work, and allows students to accurately self-assess when completing a task (Wiggins & McTighe, 2012).
UbD Template Upload - Stage #2
Below is the UbD stage #0 - #3 template used as an organizer for completing effective unit plans. This version contains a completed Stage #0 - Stage #2, with instructor recommended revisions of Stage #1 highlighted in yellow.
Below is the UbD stage #0 - #3 template used as an organizer for completing effective unit plans. This version contains a completed Stage #0 - Stage #2, with instructor recommended revisions of Stage #1 highlighted in yellow.
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UbD Template Video
Check out this YouTube Video to see an interactive version of how to complete Stage #2 of the UbD template.
Check out this YouTube Video to see an interactive version of how to complete Stage #2 of the UbD template.
Formative Assessment
Apply your knowledge of learned concepts for UbD Stage #2 - Determine Acceptable Evidence, in the quiz below:
Apply your knowledge of learned concepts for UbD Stage #2 - Determine Acceptable Evidence, in the quiz below:
References
Wiggins, G.P., & McTighe, J. (2011) The understanding by design guide to creating high quality units. Alexandria, VA: ASCD.
Wiggins, G.P., & McTighe, J. (2012) The understanding by design guide to advanced concepts in creating and reviewing units. Alexandria, VA: ASCD.
Wiggins, G.P., & McTighe, J. (2012) The understanding by design guide to advanced concepts in creating and reviewing units. Alexandria, VA: ASCD.