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The document discusses assessment and understanding in education. It provides qualities of exemplary assessment experiences, why we assess, principles of credible and balanced assessment, and the importance of feedback to improve student performance. Authentic performance assessments and the use of rubrics are also discussed.

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[object Object],[object Object]
Understanding by Design A way of thinking about teaching and learning!
Describe a negative assessment/learning experience. What were the qualities?
What is exemplary assessment/learning experience? Describe the characteristics of an exemplary assessment experience.
Qualities of Exemplary Assessment ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Why do we assess?
Core Premise The aim of assessment is to improve student performance, not merely audit it. - Grant Wiggins
Assessment must be: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Credible ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Balanced ,[object Object],[object Object],[object Object],[object Object],[object Object]
Honest yet Fair ,[object Object],[object Object],[object Object],[object Object]
Useful ,[object Object],[object Object],[object Object],[object Object]
Intellectually Rigorous ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Feasible ,[object Object],[object Object],[object Object],[object Object],[object Object]
Assessment is central to learning ,[object Object],[object Object],[object Object],[object Object]
Assessment must be educative ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
We assess what we value, we value what we assess.
Reality ,[object Object],[object Object]
Understanding How do we know one truly understands?
-J. Piaget ,[object Object]
Teaching for Understanding or Coverage? ,[object Object],[object Object],[object Object],[object Object]
You don’t really understand something unless you can… ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Understanding ,[object Object],[object Object],[object Object],[object Object],[object Object]
What are the levels of understanding? ,[object Object],[object Object],[object Object],[object Object]
Design Backwards Start with the end in mind!
Three stages ,[object Object],[object Object],[object Object]
What do you want your students to understand?
Designs for Understanding ,[object Object],[object Object]
What will serve as evidence of understanding? ,[object Object],[object Object],[object Object],[object Object],[object Object]
How can you make your performance assessment authentic? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Authentic, Elaborated ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Feedback ,[object Object]
From the Harvard Assessment Seminars 1990 ,[object Object]
Harvard Assessment cont’d ,[object Object]
Harvard assessment cont’d ,[object Object]
Research by John Hattie (1992) ,[object Object],[object Object],[object Object]
Indicators of an effective feedback system ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Rubrics Pigs Don’t Get Fat by Weighing Them
What is a rubric? ,[object Object],[object Object],[object Object],[object Object]
Kinds of rubrics ,[object Object],[object Object],[object Object],[object Object]
Holistic vs. Analytic ,[object Object],[object Object],[object Object]
Stage 3- Learning Plan ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
How People Learn ,[object Object]

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Ubd Toolbox Powerpoint Presentation

Hinweis der Redaktion

  1. Great quote! Impact understanding by design and assessment for learning can have on student performance.