Grant Wiggins Presentation


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Grant Wiggins Presentation

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