Assessment by DesignAssessment by Design

Hazlet Township Public SchoolsHazlet Township Public Schools

Professional Development DayProfessional Development Day

October 11, 2010October 11, 2010

Workshop ObjectivesWorkshop Objectives

Big Ideas: Big Ideas: UbD, AssessmentsUbD, Assessments

Essential Questions:Essential Questions:How does Understanding by Design influence How does Understanding by Design influence

curriculum, teaching, and assessment?curriculum, teaching, and assessment?

What are authentic assessments?What are authentic assessments?

What is the importance of common assessments?What is the importance of common assessments?

““To To understandunderstand…is to see [meaning] in its …is to see [meaning] in its relations to other things, to note how it relations to other things, to note how it functions, what consequences flow from functions, what consequences flow from it…Acquiring information can never it…Acquiring information can never develop the power of judgment.”develop the power of judgment.”

John Dewey (How We Think, 1910)John Dewey (How We Think, 1910)

Understanding by DesignUnderstanding by DesignGoalsGoals

1.1. Genuine understanding/higher order Genuine understanding/higher order thinking skillsthinking skills

2.2. Transfer and meaning, not coverageTransfer and meaning, not coverage

3.3. Working in stages (3)Working in stages (3)

4.4. Reflection and ReviewReflection and Review

Compare Plan ModelsCompare Plan Models

Traditional Sample•Focused on activities

•Largely knowledge and skills-based

•Assessments at end, traditional Q&As

UbD Model Sample•Assessments at outset, based on meaning, evidence-based

•Balance of skills, knowledge and understandings

•Activities all focused on achievement of goals

Understanding by DesignUnderstanding by DesignMethodologyMethodology

Stage 1: Desired ResultsStage 1: Desired ResultsWhat long term transfer goals are targeted?What long term transfer goals are targeted?

What meanings should student make in order to What meanings should student make in order to arrive at important understandings?arrive at important understandings?

What essential questions will students explore?What essential questions will students explore?

What knowledge and skill will students acquire?What knowledge and skill will students acquire?

What established goals/standards are targeted?What established goals/standards are targeted?

Wiggins & McTighe, 2010

Understanding by DesignUnderstanding by DesignMethodologyMethodology

Stage 2: EvidenceStage 2: EvidenceWhat performance and products will reveal What performance and products will reveal evidenceevidence

of meaning-making and transfer?of meaning-making and transfer?

By what By what criteriacriteria will performance be assessed, in will performance be assessed, in light of Stage 1 desired results?light of Stage 1 desired results?

What additional evidence will be collected for all What additional evidence will be collected for all desired results? desired results?

Is evidence Is evidence alignedaligned among the stages? among the stages?

Wiggins & McTighe, 2010

Understanding by DesignUnderstanding by DesignMethodologyMethodology

Stage 3: Learning PlanStage 3: Learning PlanWhat activities, experiences and lesson will lead to What activities, experiences and lesson will lead to

achievement of the desired results and success at achievement of the desired results and success at the assessments?the assessments?

How will the learning plan help students with How will the learning plan help students with acquisitionacquisition, , meaningmeaning making and making and transfertransfer??

How will the unit be sequenced and differentiated to How will the unit be sequenced and differentiated to optimize achievement for all learners?optimize achievement for all learners?

Wiggins & McTighe, 2010

Understanding by DesignUnderstanding by DesignSequenceSequence

1.1. Identify Big Ideas (Goals)Identify Big Ideas (Goals)

2.2. Assessments=Desired ResultsAssessments=Desired Results

3.3. Essential QuestionsEssential Questions

4.4. Skills, knowledge and understandingSkills, knowledge and understanding

5.5. Develop Learning PlanDevelop Learning Plan

Exercise: Differentiate among S, K, and U.Exercise: Differentiate among S, K, and U.

FAQFAQ

Aren’t skills and knowledge as important as Aren’t skills and knowledge as important as understanding?understanding?

Focus on AssessmentFocus on Assessment

Why do weWhy do we

assess students?assess students?

Focus on AssessmentFocus on Assessment

How do we How do we

assess students?assess students?

Why Why commoncommon

assessments?assessments?

Focus on AssessmentFocus on Assessment

Authentic AssessmentsAuthentic Assessments

Authentic (adj) defined:Authentic (adj) defined:1.1. Worthy of acceptanceWorthy of acceptance

2.2. Conforming to an original so as to produce Conforming to an original so as to produce essential features; not false.essential features; not false.

3.3. True to one’s personality, spirit or characterTrue to one’s personality, spirit or character

Mirriam-Webster Dictionary 2010Mirriam-Webster Dictionary 2010

Authentic AssessmentsAuthentic Assessments A form of assessment in which students are asked to A form of assessment in which students are asked to

perform perform real-world tasksreal-world tasks that demonstrate meaningful that demonstrate meaningful application of essential knowledge and skills -- Jon Muellerapplication of essential knowledge and skills -- Jon Mueller

"..."...Engaging and worthy problemsEngaging and worthy problems or questions of or questions of importance, in which students must use knowledge to importance, in which students must use knowledge to fashion performances effectively and fashion performances effectively and creativelycreatively. The tasks . The tasks are either replicas of or analogous to the kinds of problems are either replicas of or analogous to the kinds of problems faced by adult citizens and consumers or professionals faced by adult citizens and consumers or professionals in the in the fieldfield." -- Grant Wiggins ." -- Grant Wiggins (1993).

"Performance assessments call upon the examinee to "Performance assessments call upon the examinee to demonstrate specific skills and competencies, that is, to demonstrate specific skills and competencies, that is, to applyapply the skills and knowledge they have mastered." -- the skills and knowledge they have mastered." -- Richard J. Stiggins Richard J. Stiggins (2000).

Traditional AssessmentsTraditional Assessments=Post/Ad Hoc=Post/Ad Hoc

Educational Philosophy for TAs:Educational Philosophy for TAs: 1. A school's mission is to develop productive citizens.1. A school's mission is to develop productive citizens.2. To be a productive citizen an individual must possess a certain body of 2. To be a productive citizen an individual must possess a certain body of knowledge and skills.knowledge and skills.3. Therefore, schools must teach this body of knowledge and skills.3. Therefore, schools must teach this body of knowledge and skills.4. To determine if it is successful, the school must then test students to see if 4. To determine if it is successful, the school must then test students to see if they acquired the knowledge and skills.they acquired the knowledge and skills.

*forced-choice multiple-choice tests, fill-in-the-blanks, true-*forced-choice multiple-choice tests, fill-in-the-blanks, true-false, matching false, matching *students recall information to complete the assessment*students recall information to complete the assessment*curriculum drives assessment; knowledge becomes the *curriculum drives assessment; knowledge becomes the curriculum that is delivered, and assessments are developed and curriculum that is delivered, and assessments are developed and administered to determine if acquisition of the curriculum administered to determine if acquisition of the curriculum occurred.occurred.

Mueller, 2010

Authentic AssessmentsAuthentic Assessments=By Design=By Design

Educational Philosophy for AAs:1. A school's mission is to develop productive citizens.2. To be a productive citizen, an individual must be capable of performing meaningful tasks in the real world.3. Therefore, schools must help students become proficient at performing the tasks they will encounter when they graduate.4. To determine if it is successful, the school must then ask students to perform meaningful tasks that replicate real world challenges to see if students are capable of doing so.

*assessment drives the curriculum; teachers first determine the tasks that students will perform to demonstrate their mastery, and then a curriculum is developed that will enable students to perform those tasks well, which would include the acquisition of essential knowledge and skills (i.e. backwards planning)

Mueller, 2010

Traditional and Authentic

Assessments

Authentic AssessmentsAuthentic Assessments

An authentic assessment usually includes a task An authentic assessment usually includes a task for students to perform and a rubric by which for students to perform and a rubric by which their performance on the task will be their performance on the task will be evaluated. evaluated.

Examples: Examples:

http://jonathan.mueller.faculty.noctrl.edu/http://jonathan.mueller.faculty.noctrl.edu/toolbox/examples/authentictaskexamples.htmtoolbox/examples/authentictaskexamples.htm

Try itTry it

Brainstorm an authentic assessment:Brainstorm an authentic assessment:1.1. Nutrition pyramid: What is healthful eating?Nutrition pyramid: What is healthful eating?

2.2. Variables: How can we determine an Variables: How can we determine an unknown given certain information?unknown given certain information?

3.3. Pursuasive writing: What techniques and Pursuasive writing: What techniques and language are used?language are used?

4.4. The election process: How is voting an The election process: How is voting an essential cornerstone of a democracy?essential cornerstone of a democracy?

FAQFAQ

Do I have to choose between traditional and Do I have to choose between traditional and authentic assessments?authentic assessments?

Some mix of the two will best meet your needs. Some mix of the two will best meet your needs.

Ex. a pilot needs a background of knowledge to be Ex. a pilot needs a background of knowledge to be tested in a written exam (traditional), but has to have tested in a written exam (traditional), but has to have monitored experience in the air (authentic).monitored experience in the air (authentic).

Mission + InitiativesMission + Initiatives

Mission: the rudderMission: the rudder““self actualized…”self actualized…”

Initiatives: the routeInitiatives: the routeData-driven, differentiated, 21Data-driven, differentiated, 21stst century instruction century instruction

The destination: improved student learningThe destination: improved student learningAuthentic, personalized, holistic instructionAuthentic, personalized, holistic instruction

The Benefits of TechnologyThe Benefits of Technology

Communicate * Collaborate * ShareCommunicate * Collaborate * Share

http://hazletteachers.wikispaces.com/http://hazletteachers.wikispaces.com/

We are not alone!We are not alone!

ReferencesReferencesDewey, J. (1910). How we think. Boston, MA: D.C. Heath & Co.

Mueller, J. (2010). Authentic assessment toolbox. Accessed at jonathan.mueller.faculty.noctrl.edu/toolbox/whatisit.htm

Stiggins, R.J. (2000). Student-centered classroom assessment. Merrill Publishing.

Wiggins, G., & McTighe, J. (2010). Workshop on UbD by the Sea.

Handouts discussed:

Typical vs. UbD 3rd grade unit plan

New UbD template (blank and with descriptions)

Authentic Assessment samples from LAL and Math

PP outlinePowerPoint by Marc Natanagara