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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:.

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Backward Design, Assessment, and Rubrics

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Backward design assessment and rubrics l.jpg

Backward Design, Assessment, and Rubrics

Based on Understanding by Design

By Grant Wiggins and Jay McTighe


Backward design process l.jpg

Backward Design Process

Stage 1: Identify Desired Results

Stage 2: Determine Acceptable Evidence

Stage 3: Plan Learning Experiences and Instruction


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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


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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.


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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.


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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


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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


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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)


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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.


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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?


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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.


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