STANDARDS-BASED
ASSESSMENT AND GRADING IN
THE K-12 SYSTEM
WHAT DO YOU USUALLY DO
WHEN PLANNING FOR TEACHING?
Identify RESULTS
Determine acceptable EVIDENCE
(quiz, SW, tests)
PLAN (learning experiences
& instruction)
The Traditional...
WHAT IS UBD? WHY BACKWARD?
1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences
& instruction
3 Stages of
(“Back...
Traditional VS UBD Design
PLAN
EVIDENCE
RESULTS
RESULTS
EVIDENCE
PLAN
Wiggins and Mctighe
“BEGIN WITH THE END IN MIND!”
1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences
& instruction
3 Stages of Design...
You’ve got to go
below the surface...
to uncover the
really ‘big ideas.’
Stage 1 – Identify desired results
Key: Focus on Big ideas
– Enduring Understandings (EU)
– Essential Questions (EQ)
– Wha...
Non-Essential VS Essential Question
•Non-Essential Question Essential Question EQ
•Has one and only one
answer. The answer...
Enduring Understanding
•Non-Enduring
Understanding
Answers
•What is a number?
•Who is our national hero?
•What is the chem...
Establishing Priorities
Worth being
familiar with
Important to
know and do
“Enduring”
understanding
Knowledge
Skills
Life-...
Three-ring Audit Process
Worth Being Familiar
With
Important to Know and
Do
Enduring
Understanding
40 days
Usually forgott...
Three-ring Audit Process Assessments
Worth Being Familiar
With
Important to Know and
Do
Enduring
Understanding
Traditional...
1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences
& instruction
3 Stages of Design...
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
Curricular Priorities and
Assessment Methods
...
Observations
/Dialogues
Performance
Tasks
Informal
Checks
for
Understanding
Academic
Prompts
Tests/Quizzes
Acceptable
Evid...
PERFORMANCE TASK:
GRASPS
Goal
Role
Audience
Situation
Product/Performance and Purpose
Standards for Success
GRASPS Ideas
G Design, teach, explain, inform, create, persuade, defend, critique,
improve
R Advertiser, illustrator, coac...
1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences
& instruction
3 STAGES OF DESIGN...
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...
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
PROBLEM SOLVING: Read and answer the
question...
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
HOW DOES A TEST LOOK
LIKE?
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
TABLE OF SPECIFICATIONS
CONTEN
T
No. of
hours...
Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
HOW TO COMPUTE?
COMPONENTS SCORE * Weight TOT...
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Standards based assessment and grading in the k-12 system

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Standards based assessment and grading in the k-12 system

  1. 1. STANDARDS-BASED ASSESSMENT AND GRADING IN THE K-12 SYSTEM
  2. 2. WHAT DO YOU USUALLY DO WHEN PLANNING FOR TEACHING?
  3. 3. Identify RESULTS Determine acceptable EVIDENCE (quiz, SW, tests) PLAN (learning experiences & instruction) The Traditional Design
  4. 4. WHAT IS UBD? WHY BACKWARD?
  5. 5. 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences & instruction 3 Stages of (“Backward”) Design
  6. 6. Traditional VS UBD Design PLAN EVIDENCE RESULTS RESULTS EVIDENCE PLAN
  7. 7. Wiggins and Mctighe “BEGIN WITH THE END IN MIND!”
  8. 8. 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences & instruction 3 Stages of Design, elaborated
  9. 9. You’ve got to go below the surface...
  10. 10. to uncover the really ‘big ideas.’
  11. 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. 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. 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. 14. Establishing Priorities Worth being familiar with Important to know and do “Enduring” understanding Knowledge Skills Life-long skills, Big Ideas
  15. 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. 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. 17. 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences & instruction 3 Stages of Design: Stage 2
  18. 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. 19. Observations /Dialogues Performance Tasks Informal Checks for Understanding Academic Prompts Tests/Quizzes Acceptable Evidence Examples of Assessment Types
  20. 20. PERFORMANCE TASK: GRASPS Goal Role Audience Situation Product/Performance and Purpose Standards for Success
  21. 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. 22. 1. Identify desired results 2. Determine acceptable evidence 3. Plan learning experiences & instruction 3 STAGES OF DESIGN: STAGE 3
  23. 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
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  47. 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. 48. Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
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  50. 50. Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
  51. 51. Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002 HOW DOES A TEST LOOK LIKE?
  52. 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. 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.
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