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Standards based assessment and grading in the k-12 system

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An easy way to understand the basics of the K-12 system

An easy way to understand the basics of the K-12 system

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  • 1. STANDARDS-BASED ASSESSMENT AND GRADING IN THE K-12 SYSTEM
  • 2. WHAT DO YOU USUALLY DO WHEN PLANNING FOR TEACHING?
  • 3. Identify RESULTS Determine acceptable EVIDENCE (quiz, SW, tests) PLAN (learning experiences & instruction) The Traditional Design
  • 4. WHAT IS UBD? WHY BACKWARD?
  • 5. 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences & instruction 3 Stages of (“Backward”) Design
  • 6. Traditional VS UBD Design PLAN EVIDENCE RESULTS RESULTS EVIDENCE PLAN
  • 7. Wiggins and Mctighe “BEGIN WITH THE END IN MIND!”
  • 8. 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences & instruction 3 Stages of Design, elaborated
  • 9. You’ve got to go below the surface...
  • 10. to uncover the really ‘big ideas.’
  • 11. 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
  • 12. 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?
  • 13. Enduring Understanding •Non-Enduring Understanding Answers •What is a number? •Who is our national hero? •What is the chemical symbol of Lead? word No 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? Statements There is a point of discussion
  • 14. Establishing Priorities Worth being familiar with Important to know and do “Enduring” understanding Knowledge Skills Life-long skills, Big Ideas
  • 15. 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
  • 16. 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
  • 17. 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences & instruction 3 Stages of Design: Stage 2
  • 18. 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” understanding Assessment Types Traditional quizzes and tests Paper-pencil Selected-response Constructed-response Performance tasks and projects Open-ended Complex Authentic
  • 19. Observations /Dialogues Performance Tasks Informal Checks for Understanding Academic Prompts Tests/Quizzes Acceptable Evidence Examples of Assessment Types
  • 20. PERFORMANCE TASK: GRASPS Goal Role Audience Situation Product/Performance and Purpose Standards for Success
  • 21. 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
  • 22. 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences & instruction 3 STAGES OF DESIGN: STAGE 3
  • 23. Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002 Stage 3 big idea: E F F E C T I V E and E N G A G I N G
  • 24. Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
  • 25. Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
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  • 47. 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? Processing
  • 48. Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
  • 49. Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
  • 50. Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
  • 51. Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002 HOW DOES A TEST LOOK LIKE?
  • 52. Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002 TABLE OF SPECIFICATIONS CONTEN T No. of hours K P U P No. of items TOPICS DLC
  • 53. 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.