Download handouts at:

1. Understanding by Design: an Introduction Tamalpais, CaliforniaDonna HeroldErik PowellASCD Faculty, Alexandria, VA andJoel E. Ferris High School, Spokane, WA

2. Download handouts at: www.21stcenturyschoolteacher.com And click on the “ASCD Presentations” tab Tamalpais August 8-9 Day Two

3. Good Morning! ASCD Tamalpais Powell, Herold • Today’s Plan Review yesterday’s work Stage One work time (continued) Stage Two Assessment Collection of Evidence Peer Review Stage Three AMT

4. 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences & instruction Three stages of backward design

5. Desired results for Stage 2 • The purpose of assessment is to provide reliable and authentic evidence of understanding. • Assessment not only measures student performance, it motivates it. • If you value the desired result, learners deserve accessible opportunities to demonstrate learning.

6. How to Assess Targets The photo album versus the snapshot.

7. 7 Recognizing the limits of testing “Evaluation is a complex, multi-faceted process. Different tests provide different information, and no single test can give a complete picture of a student’s academic development. -- from CTB/McGraw-Hill Terra Nova Test Manual

8. 8 Stage 2: Assessment Plan Stage 2 - Assessment Evidence Transfer Task(s): Other Evidence: • -All other forms of assessment • Quizzes, tests, prompts, work samples • Observations • Student self-assessment • Performance task • Products / Performances • Academic Prompts

9. 9 Stage 2: Assessment Plan Stage 2 - Assessment Evidence Transfer Task(s): Other Evidence: • Determine types of assessment • Diagnostic • Formative • Summative • Determine types of assessment • (Formative) • Summative

10. Nice to know Worth being familiar with Foundational knowledge & skill Important to know & do “Big ideas” worth exploring and understanding in depth Big ideas & Enduring Understandings • Traditional quizzes & tests • Paper/pencil • Selected-response • Constructed response • Performance tasks & projects • Complex • Open ended • Authentic Collecting sufficient evidence (p. 146-148, 150-151)

11. Designing performance tasks GRASPS • Goal • Role • Audience • Situation • Product/Performance • Standards • GRASPS related tools (p. 170-171, 173-174)

12. Is the task relevant? Connected to the classroom — demonstration / extension of what was learned Connected to the real world — work that professionals in the field would do Connected to student’s life — Connected to capacity — students have clarity on what is expected from them and the necessary skills / knowledge to be successful

13. Do students have the ability to be successful? Assess before teaching Offer appropriate choices Provide feedback early and often Encourage self-assessment and goal setting Allow new evidence of achievement to replace old evidence

14. Stage One and Two: Putting Them Together ASCD Tamalpais Powell, Herold In the following video, look for ways in which EQs and EUs guide the learning and inform the performance task.

15. 15 Task: Brainstorm possible transfer tasks for your unit. Consider the transfer goals from stage 1 Performance task samples (p. 168-169)

17. Alignment of Assessments: • Task: • To what extent do your assessments… • assess the enduring understandings? • assess the knowledge and skills? • Check for gaps and points of emphasis.

18. 18 Task: Design a transfer task for your unit. Create the ACTUAL student instructions for the task. Self assessment 180

19. Rubrics: • Definitions • Analytic • Holistic • Gradual Release of Responsibility • Most importantly: • Tied to Stage one

20. Rubrics

21. Writing Rubrics Begin by delineating the 2 and 3. Then progress to the 4 and the 1.

22. Task: Begin writing rubric criteria for your transfer task/understandings.

23. Review Standards—Stage Two: Is there a range of assessments as opposed to a single task/test (photo album vs. snapshot)? Could a student be successful on the assessment package without truly understanding? Could the student understand and not be successful on the assessment package?

24. AMT ASCD Tamalpais Powell, Herold Acquisition Meaning Making Transfer

25. For more information: Understanding by Design (Wiggins and McTighe) Understanding by Design Professional Development Workbook (Wiggins and McTighe) Assessment for 21st Century Learning—DVD 1,2 &3 Moving Forward with Understanding by Design—DVD Integrating Differentiated Instruction and Understanding by Design (Tomlinson and McTighe) Schooling by Design (Wiggins and McTighe)

26. Evaluating your Experience

27. Below is a link to ASCD’s online Professional Development Feedback Survey. We encourage all participants to complete the online evaluation within the next ten (10) days. All responses will be anonymously reported to ASCD. http://survey.ascd.org/TakeSurvey.aspx?SurveyID=98K2mpl Thank you for taking the time to honestly evaluate the program. The results we receive help us to improve the quality of services you receive

28. Contact Information ASCD Tamalpais Powell, Herold Smith, Herold Erik Powell eriknpowell@gmail.com Donna Herold Donnaher@spokaneschools.org