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Grant Wiggins Presentation

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  • 1. Grant Wiggins
    • BACKWARD LOADING
      • Start with the end
  • 2. “ Assessment is authentic when we directly examine student performance on worthy intellectual tasks” (Wiggins, 1990, p. 1).
  • 3. Students should be able to:
    • 1) understand the big ideas,
    • 2) inquire, solve problems, and think at higher levels, and
    • 3) apply knowledge and skills in meaningful tasks within authentic and real world contexts.
  • 4. They must provide the students with assignments that are:
    • 1) Thought provoking, engaging, and interactive.
    • 2) They should allow students to revise their assignments, products, and projects with the assistance of clear examples of exemplary work and accepted standards.
    • 3) Teachers should provide students with pertinent feedback in a timely manner.
  • 5. A mile Wide And An Inch Deep
    • In Japan - mathematics is taught to develop a conceptual understanding of mathematical principles.
    • McTighe, Sief, and Wiggins (2004) allude to the fact that we are teaching too much information, at a shallow level.
    • Achievement gap diminishes between students when a few important topics are taught over a long, sustained period of time.
  • 6. Wiggins, G. (1997). Work standards: Why we need standards for instruction and assessment design. National Association of Secondary School Principals, NASSP Bulletin , Vol. 81, 56 – 64.
    • Unit and syllabi standards according to CLASS:
    •  
    • Authentic …………… But ………….Personally Meaningful
    • Meaningful…………. But ………….Rigorous
    • Rigorous…………….. But ………….Engaging
    • Engaging……………. But ……….…Coherent
    • Coherent…………….. But …………Responsive to Student Needs
    • Responsive…………. But ………….Effective
  • 7. Questions to Ask the Designer
    • Does it measure what it says it measures? Is this a valid assessment of the intended achievement?
    • Are the coring criteria and rubrics clear, descriptive, and explicitly related to district goals and standards?
    • Is the scoring system based on genuine standards and criteria, derived from analysis of credible models?
    • Does the task require a sophisticated understanding of required content?
    • Does the task require a high degree of intellectual skill and performance quality?
    • Does the task stimulate of replicate authentic, messy, real-world challenges, contexts, and constraints faced by adult professionals, consumers, or citizens?
    • Does the scoring system enable a reliable yet adequately fine discrimination of degrees of work quality?
    • Is the task worthy of the time and energy required to complete it?
    • Is the task challenging– an appropriate stretch for the students? (p. 20)
  • 8. Nine Principles, About How Learning Works:
    • Fluid and flexible transfer in realistic situations,
    • Engaged and sustained learning,
    • Understanding the big ideas as they connect to facts, skills, and experiences,
    • The connections/experiences (making sense) in regards to the power of an idea,
    • Clear chronological expectations in regards to standards of excellence,
    • Regular and timely feedback,
    • Regular reflection, self-assessment, and self adjustment,
    • A classroom and curriculum that provides students with time for refinement and rethinking about their learning, and
    • Differentiated instruction that honors learners’ interest, curiosity, strengths, contributions, and prior knowledge.
  • 9. An Example…