Standards based assessment and grading in the k-12 system
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Transcript of Standards based assessment and grading in the k-12 system
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STANDARDS-BASED ASSESSMENT AND GRADING IN
THE K-12 SYSTEM
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WHAT DO YOU USUALLY DO WHEN PLANNING FOR TEACHING?
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Identify RESULTS
Determine acceptable EVIDENCE (quiz, SW, tests)
PLAN (learning experiences & instruction)
The Traditional Design2
1
3
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WHAT IS UBD? WHY BACKWARD?
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1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences
& instruction
3 Stages of (“Backward”) Design
Then and
only then
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Traditional VS UBD Design
PLAN
EVIDENCE
RESULTS
RESULTS
EVIDENCE
PLAN
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Wiggins and Mctighe
“BEGIN WITH THE END IN MIND!”
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1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences
& instruction
3 Stages of Design, elaborated
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You’ve got to go below the surface...
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to uncover the really ‘big ideas.’
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Stage 1 – Identify desired results
Key: Focus on Big ideas– Enduring Understandings (EU)– Essential Questions (EQ)– What should students know and be able to do? – What content standards are addressed explicitly
by the unit?
U
K
Q
CS
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Non-Essential VS Essential Question•Non-Essential Question Essential Question EQ•Has one and only one answer. The answer can be easily lifted from the book. Usually, factual.
•What is a number?•Who is our national hero?•What is the chemical symbol of Lead?
•Have no one obvious right answer. Answer cannot be seen from references. Usually, an application to life.
How can we use numbers in life? How can we use numbers
to ensure fairness?How can you become a hero to others?How do we handle chemicals?...
What happens when there is no lead?
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Enduring Understanding•Non-Enduring Understanding
Answers
•What is a number?•Who is our national hero?•What is the chemical symbol of Lead?
wordNo point of discussion
•Enduring Understanding•How can I use numbers to ensure justice?•How can I be a hero on my own?•How is a chemical handled? What happens when lead is not present?
StatementsThere is a point of discussion
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Establishing Priorities
Worth being familiar with
Important to know and do
“Enduring” understanding
Knowledge
Skills
Life-long skills, Big Ideas
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Three-ring Audit Process
Worth Being Familiar With
Important to Know and Do
Enduring Understanding
40 days
Usually forgotten after the test
40 months
Usually forgotten after a year/grade level
40 years
Life-long learning and skill
Wiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development
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Three-ring Audit Process Assessments
Worth Being Familiar With
Important to Know and Do
Enduring Understanding
Traditional quizzes or tests
Constructed or selected responses
Authentic performance tasks
and projects
Wiggins, G. and McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development
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1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences
& instruction
3 Stages of Design: Stage 2
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Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
Curricular Priorities and Assessment Methods
Worth being
familiar with
Important to know and do
“Enduring” understandi
ng
Assessment Types
Traditional quizzes and testsPaper-pencilSelected-responseConstructed-response
Performance tasks and projectsOpen-endedComplexAuthentic
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Examples of Assessment
Types
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PERFORMANCE TASK: GRASPS Goal Role Audience Situation Product/Performance and Purpose Standards for Success
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GRASPS Ideas
G Design, teach, explain, inform, create, persuade, defend, critique, improve
R Advertiser, illustrator, coach, candidate, chef, engineer, eyewitness, newscaster
A Board members, neighbors, pen pals, travel agent, jury, celebrity, historical figure
S The context and content your G, R, A, & P put you in
P Advertisement, game, script, debate, rap, banner, cartoon, scrapbook, proposal
S What success looks like: Scoring guide & examples
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1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences
& instruction
3 STAGES OF DESIGN: STAGE 3
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Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
Stage 3 big idea:
EFFECTIVE
and
ENGAGING
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Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
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Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
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Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
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Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
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Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
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Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
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Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
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Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
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Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
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Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
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Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
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Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
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Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
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Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
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Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
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Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
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Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
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Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
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Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
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Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
UNDERSTANDING
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Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
PERFORMANCE/PRODUCT
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Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
PROCESS/SKILL
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Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
KNOWLEDGE
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Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
PROBLEM SOLVING: Read and answer the questions that follow
• Lito can do a job in 2 hours. Lita can do the same job in 3 hours.
• If they work together, how many hours can they finish the job?
• What can you recommend in doing a job? Why?
ProcessingUNDERSTANDING
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Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
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Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
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Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
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Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
HOW DOES A TEST LOOK LIKE?
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Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
TABLE OF SPECIFICATIONSCONTENT
No. of hours
K P U P No. of items
TOPICS
DLC
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Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
HOW TO COMPUTE?COMPONENTS SCORE * Weight TOTAL
Knowledge – 15 15/20 11.25
Process - 25 12/15 20
Understanding – 30 27/35 23.14
Performance - 30 22/30 22
GRADE 76.39 (DEVELOPING)
Note:K-12 grading system is 0-based. No transmutation table used.Letters shall appear on the report card.