Backward design assessment and rubrics l.jpg
Sponsored Links
This presentation is the property of its rightful owner.
1 / 12

Backward Design, Assessment, and Rubrics PowerPoint PPT Presentation


  • 107 Views
  • Uploaded on
  • Presentation posted in: General

Backward Design, Assessment, and Rubrics. Based on Understanding by Design By Grant Wiggins and Jay McTighe. Backward Design Process. Stage 1: Identify Desired Results Stage 2: Determine Acceptable Evidence Stage 3: Plan Learning Experiences and Instruction. Stage 1:.

Download Presentation

Backward Design, Assessment, and Rubrics

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Backward Design, Assessment, and Rubrics

Based on Understanding by Design

By Grant Wiggins and Jay McTighe


Backward Design Process

Stage 1: Identify Desired Results

Stage 2: Determine Acceptable Evidence

Stage 3: Plan Learning Experiences and Instruction


Stage 1:

Identify Desired Results

  • What should students know, understand, and be able to do?

WorthBeing familiar with

Important to know and do

“Enduring”

Understanding


Stage 1:

“Enduring” Understanding

  • What are the “Big Ideas” and “Essential Questions” of the project, unit, or lesson?

  • What key knowledge and skills will the students acquire as a result of this unit?

  • Begin with the end in mind.


Stage 2:

Determine Acceptable Evidence

  • Think like an assessor and gather evidence at several points.

  • Traditional assessments used for essential knowledge and skills needed for the culminating performance.


Stage 2:

Assessment Evidence

WorthBeing familiar with

Assessment Types

Traditional quizzes and tests

- paper/pencil

- selected response

- constructed response

Performance tasks and projects

- open-ended

- complex

- authentic

Important to know and do

“Enduring”

Understanding


Stage 2:

Performance tasks & projects

Why Rubrics?

  • Make grading criteria known to students

  • Reduce teacher subjectivity

  • Maintain focus on content, performance standards, and student work


Stage 2:

Rubrics

“Many rubrics describe a progression of skill from novice to expert. Our quest, however, is not for a rubric of skill development but for a rubric that combines insight and performance related to understanding of ideas and meaning.”

(Wiggins and McTighe)


Stage 3:

Plan Learning Experiences and Instruction

  • Identify the facts, concepts, principles, and the procedures the students will need in order to complete performance task or project.

  • Identify content for direct teaching, coaching, and constructivist teaching.

  • Select activities, materials, and resources.


Stage 3:

Learning Activities: WHERETO

What learning experiences and instruction will enable

students to achieve the desired results?

How will the design —

W=help students know where the unit is going?

H=hookall students and holdtheir interest?

E=equip students, explore the issues, and experiencethe ideas?

R=provide opportunities to rethinkand revise?

E=allow students to exhibittheir understanding and evaluatetheir work?

T = be tailored to the different needs, interests, and abilities of learners?

O = be organizedto maximize initial and sustained engagement as well as effective learning?


Stage 3:

Chinese Proverbs

I hear, I forget;

I see, I remember;

I do, I understand.

Teachers open the door,

but you must enter by yourself.


  • Login