The document summarizes class notes from November 12th that discuss key elements of stage 2 assessments, including determining acceptable evidence, thinking like an assessor, and the important rules and guidelines around assessment design. Specifically, it covers the three basic questions assessors should ask, examples of evidence of understanding and desired results, and how to design performance tasks using a GRASPS framework. It also discusses looking at assessment from a school/district perspective, including the three broad types of assessments, examples of data-driven decisions, and components of an assessment philosophy.

1. Class Notes 11-12-12

2. DQs:

3. DQs:
What are the important elements of Stage 2?

4. DQs:
What are the important elements of Stage 2?
How does one “think like an assessor”?

5. DQs:
What are the important elements of Stage 2?
How does one “think like an assessor”?
What is evidence of desired results? (alignment with Stage 1)

6. DQs:
What are the important elements of Stage 2?
How does one “think like an assessor”?
What is evidence of desired results? (alignment with Stage 1)
What is evidence of UNDERSTANDING?

7. DQs:
What are the important elements of Stage 2?
How does one “think like an assessor”?
What is evidence of desired results? (alignment with Stage 1)
What is evidence of UNDERSTANDING?
How can my students and I "change the world" through performance
assessments?

8. DQs:
What are the important elements of Stage 2?
How does one “think like an assessor”?
What is evidence of desired results? (alignment with Stage 1)
What is evidence of UNDERSTANDING?
How can my students and I "change the world" through performance
assessments?
What does assessment look like school and district wide?

9. DQs:
What are the important elements of Stage 2?
How does one “think like an assessor”?
What is evidence of desired results? (alignment with Stage 1)
What is evidence of UNDERSTANDING?
How can my students and I "change the world" through performance
assessments?
What does assessment look like school and district wide?
How can I organize what work is left?

10. Summary of the rest...
November 12-Finish up on Stage 2
November 19-Stage 3
November 26-Work session-wrap up week
December 3 and 10: Presentations

11. STAGE TWO
Determining acceptable evidence
Thinking Like an Assessor

12. Stages of Backward Design

13. Stages of Backward Design
Stage One: Identifying desired results (such as enduring
understandings, essential questions and knowledge objectives).

14. Stages of Backward Design
Stage One: Identifying desired results (such as enduring
understandings, essential questions and knowledge objectives).
Stage Two: Determining acceptable evidence to assess and to
evaluate student achievement of desired results.

15. Stages of Backward Design
Stage One: Identifying desired results (such as enduring
understandings, essential questions and knowledge objectives).
Stage Two: Determining acceptable evidence to assess and to
evaluate student achievement of desired results.
Stage Three: Designing learning activities to promote student
mastery and success on assessment tasks.

16. 3 Basic Questions in order to think
like an assessor:

17. 3 Basic Questions in order to think
like an assessor:
What evidence?

18. 3 Basic Questions in order to think
like an assessor:
What evidence?
What tasks?

19. 3 Basic Questions in order to think
like an assessor:
What evidence?
What tasks?
Does Stage 2 align with Stage 1?

21. Not a natural process -as we are
focused on what are the results?

22. Not a natural process -as we are
focused on what are the results?
See figure 7.3 on p. 151.

23. Not a natural process -as we are
focused on what are the results?
See figure 7.3 on p. 151.
The UbD template “short circuits” the
tendency to think like “an activity designer.”

24. From snapshot to scrapbook

25. From snapshot to scrapbook
Figure 7.4 and 7.5, pages 152-3.

26. From snapshot to scrapbook
Figure 7.4 and 7.5, pages 152-3.
What types of assessments are there?

28. Some basic rules regarding
assessment

29. Some basic rules regarding
assessment
You’re not generating grades.

30. Some basic rules regarding
assessment
You’re not generating grades.
Align assessment with Stage 1

31. Some basic rules regarding
assessment
You’re not generating grades.
Align assessment with Stage 1
Ask yourself: What kinds of evidence do we need?

32. Some basic rules regarding
assessment
You’re not generating grades.
Align assessment with Stage 1
Ask yourself: What kinds of evidence do we need?
Think like an assessor, not an activity designer.

33. Some basic rules regarding
assessment
You’re not generating grades.
Align assessment with Stage 1
Ask yourself: What kinds of evidence do we need?
Think like an assessor, not an activity designer.
Snapshot to scrapbook

34. Some basic rules regarding
assessment
You’re not generating grades.
Align assessment with Stage 1
Ask yourself: What kinds of evidence do we need?
Think like an assessor, not an activity designer.
Snapshot to scrapbook
Authentic whenever possible

35. Some basic rules regarding
assessment
You’re not generating grades.
Align assessment with Stage 1
Ask yourself: What kinds of evidence do we need?
Think like an assessor, not an activity designer.
Snapshot to scrapbook
Authentic whenever possible
Use 6 facets when designing assessments and be
sure the assessment align with EQs and EUs.

36. The Performance Task

37. The Performance Task
Designing around problems:
John Dewey: “Does the question naturally suggest itself
within some situation or personal experience? Or is it an
aloof thing…? Is it the sort of thing that would arouse
conversation and engage experimentation out side of
school? Or is it made a problem for the pupil only because
he cannot get the required mark or be promoted or win the
teacher’s approval unless he deals with it? (1916)

38. GRASPS

39. GRASPS
G=Goals from the real world.

40. GRASPS
G=Goals from the real world.
R=Roles that are authentic and based in reality.

41. GRASPS
G=Goals from the real world.
R=Roles that are authentic and based in reality.
A=Audiences to whom students will present final products
and performances

42. GRASPS
G=Goals from the real world.
R=Roles that are authentic and based in reality.
A=Audiences to whom students will present final products
and performances
S=Situations involving a real-world conflict to be resolved,
decision to be made, investigation to be completed

43. GRASPS
G=Goals from the real world.
R=Roles that are authentic and based in reality.
A=Audiences to whom students will present final products
and performances
S=Situations involving a real-world conflict to be resolved,
decision to be made, investigation to be completed
P=Products and Performances culminating from the study

44. GRASPS
G=Goals from the real world.
R=Roles that are authentic and based in reality.
A=Audiences to whom students will present final products
and performances
S=Situations involving a real-world conflict to be resolved,
decision to be made, investigation to be completed
P=Products and Performances culminating from the study
S=Standards for evaluating project-based products and
performances

45. Work for the week
Work for the week-both classwork and homework:
Listen to the Podcast and follow along with slides. Be sure to
watch the NYC Urban Academy video.
After watching “Teaching 2030”, describe in your own words the
five major points the group makes. Make a Google Doc and share
with Bill. (wcarozza@nec.edu)
Read Chapter 7 in the text-Thinking Like an Assessor
Develop a GRASPS-share a Google Doc with Bill similar to the
blank one on p. 172 in workbook.

46. GRASPS-Performance Task
Let’s share.

47. An exemplary GRASPS
with EQs and EUs

50. Looking at Assessment
from a School or District
Perspective

54. General guidelines for
Assessment

55. General guidelines for
Assessment tests to assess
We need to look at more than just objective
knowledge and skill.

56. General guidelines for
Assessment tests to assess
We need to look at more than just objective
knowledge and skill.
How do we design performances that enable us to make
precise judgment about the different parts of the
performance?

57. General guidelines for
Assessment tests to assess
We need to look at more than just objective
knowledge and skill.
How do we design performances that enable us to make
precise judgment about the different parts of the
performance?
Try to have parallel versions of the same content across
different assessment formats.

58. General guidelines for
Assessment tests to assess
We need to look at more than just objective
knowledge and skill.
How do we design performances that enable us to make
precise judgment about the different parts of the
performance?
Try to have parallel versions of the same content across
different assessment formats.
Given that a single application or product may or may not
link to larger goals, ask students to “show their work”, give
reasons for answers and show connections to larger ideas in
the answers.

59. Three Broad Types of
Assessment

60. Three Broad Types of
Assessment
Secured Assessments

61. Three Broad Types of
Assessment
Secured Assessments
No help is given, e.g. NECAP, NWEA

62. Three Broad Types of
Assessment
Secured Assessments
No help is given, e.g. NECAP, NWEA
Norm Referenced vs. Criterion Referenced tests

63. Three Broad Types of
Assessment
Secured Assessments
No help is given, e.g. NECAP, NWEA
Norm Referenced vs. Criterion Referenced tests
NRTs: classify students from high to low in large sample-compared to other peers.

64. Three Broad Types of
Assessment
Secured Assessments
No help is given, e.g. NECAP, NWEA
Norm Referenced vs. Criterion Referenced tests
NRTs: classify students from high to low in large sample-compared to other peers.
CRTs: student performance based against a criteria.

65. Three Broad Types of
Assessment
Secured Assessments
No help is given, e.g. NECAP, NWEA
Norm Referenced vs. Criterion Referenced tests
NRTs: classify students from high to low in large sample-compared to other peers.
CRTs: student performance based against a criteria.
Classroom embedded Assessments

66. Three Broad Types of
Assessment
Secured Assessments
No help is given, e.g. NECAP, NWEA
Norm Referenced vs. Criterion Referenced tests
NRTs: classify students from high to low in large sample-compared to other peers.
CRTs: student performance based against a criteria.
Classroom embedded Assessments
Coming out of classroom activities (Stage 2)

67. Three Broad Types of
Assessment
Secured Assessments
No help is given, e.g. NECAP, NWEA
Norm Referenced vs. Criterion Referenced tests
NRTs: classify students from high to low in large sample-compared to other peers.
CRTs: student performance based against a criteria.
Classroom embedded Assessments
Coming out of classroom activities (Stage 2)
Composite Records

68. Three Broad Types of
Assessment
Secured Assessments
No help is given, e.g. NECAP, NWEA
Norm Referenced vs. Criterion Referenced tests
NRTs: classify students from high to low in large sample-compared to other peers.
CRTs: student performance based against a criteria.
Classroom embedded Assessments
Coming out of classroom activities (Stage 2)
Composite Records
Best Works Portfolios (managed by students)

69. Three Broad Types of
Assessment
Secured Assessments
No help is given, e.g. NECAP, NWEA
Norm Referenced vs. Criterion Referenced tests
NRTs: classify students from high to low in large sample-compared to other peers.
CRTs: student performance based against a criteria.
Classroom embedded Assessments
Coming out of classroom activities (Stage 2)
Composite Records
Best Works Portfolios (managed by students)
Progress Portfolios (managed by teachers)

70. Three Broad Types of
Assessment
Secured Assessments
No help is given, e.g. NECAP, NWEA
Norm Referenced vs. Criterion Referenced tests
NRTs: classify students from high to low in large sample-compared to other peers.
CRTs: student performance based against a criteria.
Classroom embedded Assessments
Coming out of classroom activities (Stage 2)
Composite Records
Best Works Portfolios (managed by students)
Progress Portfolios (managed by teachers)
Accountability Portfolios (e.g. KY and VT)

71. Assessment within a school or
district-making data driven
decisions-examples

72. Assessment within a school or
district-making data driven
decisions-examples
Program and Curriculum Development

73. Assessment within a school or
district-making data driven
decisions-examples
Program and Curriculum Development
Making decisions on programs

74. Assessment within a school or
district-making data driven
decisions-examples
Program and Curriculum Development
Making decisions on programs
Child Specific

75. Assessment within a school or
district-making data driven
decisions-examples
Program and Curriculum Development
Making decisions on programs
Child Specific
Making decisions about children

76. Assessment within a school or
district-making data driven
decisions-examples
Program and Curriculum Development
Making decisions on programs
Child Specific
Making decisions about children
School Climate

77. Assessment within a school or
district-making data driven
decisions-examples
Program and Curriculum Development
Making decisions on programs
Child Specific
Making decisions about children
School Climate
Making decisions about school climate

78. An Assessment
Philosophy

79. An Assessment
Philosophy
Assessment values what is taught and what students learn.

80. An Assessment
Philosophy
Assessment values what is taught and what students learn.
Assessment drives instruction for every student.

81. An Assessment
Philosophy
Assessment values what is taught and what students learn.
Assessment drives instruction for every student.
Assessment addresses the process and the product.

82. An Assessment
Philosophy
Assessment values what is taught and what students learn.
Assessment drives instruction for every student.
Assessment addresses the process and the product.
Assessment is both formal (e.g. standardized or published tests) and on
going (e.g. observation and anecdotal records

83. An Assessment
Philosophy
Assessment values what is taught and what students learn.
Assessment drives instruction for every student.
Assessment addresses the process and the product.
Assessment is both formal (e.g. standardized or published tests) and on
going (e.g. observation and anecdotal records
Assessment must be developmentally appropriate.

84. An Assessment
Philosophy
Assessment values what is taught and what students learn.
Assessment drives instruction for every student.
Assessment addresses the process and the product.
Assessment is both formal (e.g. standardized or published tests) and on
going (e.g. observation and anecdotal records
Assessment must be developmentally appropriate.
Assessment exists in multiple forms.

85. An Assessment
Philosophy
Assessment values what is taught and what students learn.
Assessment drives instruction for every student.
Assessment addresses the process and the product.
Assessment is both formal (e.g. standardized or published tests) and on
going (e.g. observation and anecdotal records
Assessment must be developmentally appropriate.
Assessment exists in multiple forms.
Assessment is used to evaluate programs and individual student
progress.

86. An Assessment
Philosophy
Assessment values what is taught and what students learn.
Assessment drives instruction for every student.
Assessment addresses the process and the product.
Assessment is both formal (e.g. standardized or published tests) and on
going (e.g. observation and anecdotal records
Assessment must be developmentally appropriate.
Assessment exists in multiple forms.
Assessment is used to evaluate programs and individual student
progress.
Assessment honors a “value-added” approach.

87. ASSESSMENT MATRIX * HOPKINTON SCHOOL DISTRICT
2005-0 6
GRADE ASSESSMENT DESCRIPTION
K Observation Survey An early literacy assessment that assesses the following:
• Text Reading Level
• Letter Identification
• Concepts About Print
o D e m onstrate understanding of concepts about book handling and
conventions of printed language while teacher reads a book
• Word Test
o Read a list of 20 words
• Writing Vocabulary
o S t u dent has 10 minutes to write all the words he/she knows
• Hearing and Recording Sounds in Words
o S t u dent writes a dictated sentence which is scored by the number of
sounds hea r d
Write Traits Writing Assesses six important “traits” of writing: * Idea Development
Benchmark * Organization
* Voice
* Word Choice
* Sentence Fluency
* Conventions
1 DRA • The Developmental Reading Assessment provides teachers with a method
for assessing and documenting students' development as readers over time
within a literature-based instructional reading program.
• The DRA is designed to be used in elementary classrooms with rich literate
environments.
• The assessments are conducted during one-on-one reading conferences as
children read specially selected assessment texts. A set of 20 stories, which

88. 2 DRA See above
Write Traits Writing See above
Benchmark
MAP testing in The NWEA (Northwest Evaluation Association) MAP test provides teachers and
Reading and Math parents with a standardized assessment of a student’s ability. You can receive
significant results the same day (and much more not long after) and use the
information to drive your instruction. The test is taken by students on the computer.
This assessment is given both in the fall and spring.
3 DRA See above
Write Traits Writing See above
Benchmark
MAP testing in See above
Reading and Math
NECAP State assessment in Math and Reading/Language Arts-tested in the fall
4 DRA See above
Write Traits Writing See above
Benchmark
MAP testing in See above
Reading and Math
NECAP State assessment in Math and Reading/Language Arts-tested in the fall
NAEP National Assessment of Educational Progress-known as the “Nation’s Report Card”.
5 DRA See above
Write Traits Writing See above
Benchmark
MAP testing in See above
Reading and Math
NECAP State Assessment in Math, Reading/Language Arts, and in Writing-tested in the fall

89. 10 Selected MAP Primarily for Math IIs.
testing
NHEIAP State Assessment in Math and Reading/Language Arts-tested in the spring
PSAT/NMSQT PSAT/NMSQT stands for Preliminary SAT/National Merit Scholarship Qualifying
Test. It's a standardized test that provides firsthand practice for the SAT.
World Language
Assessment
11 SAT The Scholastic Aptitude Test (SAT) is a standard submission test that is used by
colleges around the country to help identify students who will succeed at a given
college.
Subject Tests (SAT Subject Tests (formerly SAT II: Subject Tests) are designed to measure student
II) knowledge and skills in particular subject areas, as well as the ability to apply that
knowledge.
Advanced Taken by students in A.P. courses in order to receive college credit.
Placement Tests
PSAT/NMSQT PSAT/NMSQT stands for Preliminary SAT/National Merit Scholarship Qualifying
Test. It's a standardized test that provides firsthand practice for the SAT. It also
provides an opportunity for National Merit scholarship programs.
ACT The ACT assesses high school students' general educational development and their
ability to complete college-level work.
World Language
Assessment

90. MAP testing
Examples from the Internet -Quantitative
Assessment

91. Lexiles

92. Lexiles
A system for measuring the difficulty of text.

93. Lexiles
A system for measuring the difficulty of text.
Reading reports give Lexile scores

94. Lexiles
A system for measuring the difficulty of text.
Reading reports give Lexile scores
Check out Lexile.com

98. Uses of MAP data

99. Uses of MAP data
Benchmarking student performance in reading and math

100. Uses of MAP data
Benchmarking student performance in reading and math
Entry points of DI in reading and math

101. Uses of MAP data
Benchmarking student performance in reading and math
Entry points of DI in reading and math
Identification of PD for school/teachers

102. Uses of MAP data
Benchmarking student performance in reading and math
Entry points of DI in reading and math
Identification of PD for school/teachers
Construction of IEP goals and objectives

103. Uses of MAP data
Benchmarking student performance in reading and math
Entry points of DI in reading and math
Identification of PD for school/teachers
Construction of IEP goals and objectives
Cross comparison data with reading benchmarks

104. Uses of MAP data
Benchmarking student performance in reading and math
Entry points of DI in reading and math
Identification of PD for school/teachers
Construction of IEP goals and objectives
Cross comparison data with reading benchmarks
Selection of readability levels

105. Uses of MAP data
Benchmarking student performance in reading and math
Entry points of DI in reading and math
Identification of PD for school/teachers
Construction of IEP goals and objectives
Cross comparison data with reading benchmarks
Selection of readability levels
Conversation starters with parents, especially at parent
conferences

107. Part of assessment criteria to support pre-
algebra decision

108. Part of assessment criteria to support pre-
algebra decision
Used in RTI decisions, pre-referral meetings,
Child Study

109. Part of assessment criteria to support pre-
algebra decision
Used in RTI decisions, pre-referral meetings,
Child Study
Part of criteria to support admission to
enrichment reading

110. Part of assessment criteria to support pre-
algebra decision
Used in RTI decisions, pre-referral meetings,
Child Study
Part of criteria to support admission to
enrichment reading
Conversation at PD planning meetings with
Principal and teacher.

111. Part of assessment criteria to support pre-
algebra decision
Used in RTI decisions, pre-referral meetings,
Child Study
Part of criteria to support admission to
enrichment reading
Conversation at PD planning meetings with
Principal and teacher.
Part of the placement puzzle

112. Digital Portfolios
Qualitative Assessment

113. Digital Portfolios

114. Digital Portfolios
 Based on research from the Coalition
of Essential Schools

115. Digital Portfolios
 Based on research from the Coalition
of Essential Schools
 Started in 1993 with districts in New York, New Hampshire,
and Kentucky

116. Digital Portfolios
 Based on research from the Coalition
of Essential Schools
 Started in 1993 with districts in New York, New Hampshire,
and Kentucky
 The Richer Picture software
currently in use for elementary,
secondary, and professional

117. Digital Portfolios

118. Digital Portfolios
 We can use technology to create
a richer picture of a student’s
abilities

119. Digital Portfolios
 We can use technology to create
a richer picture of a student’s
abilities
 Portfolio can contain a set of
work that demonstrates:

120. Digital Portfolios
 We can use technology to create
a richer picture of a student’s
abilities
 Portfolio can contain a set of
work that demonstrates:
 a student’s accomplishments AND

121. What goes in a
portfolio?

122. What goes in a
portfolio?
 Samples of student work

123. What goes in a
portfolio?
 Samples of student work
 Information to put the work in context

124. What goes in a
portfolio?
 Samples of student work
 Information to put the work in context
 Reflection on the work

125. What goes in a
portfolio?
 Samples of student work
 Information to put the work in context
 Reflection on the work
 Portfolios represent a subset of student work

126. What goes in a portfolio-
specifically?

127. What goes in a portfolio-
specifically?
Collect

128. What goes in a portfolio-
specifically?
Collect
2 – 4 entries from each course

129. What goes in a portfolio-
specifically?
Collect
2 – 4 entries from each course
Each entry has student work, a summary and a reflection

130. What goes in a portfolio-
specifically?
Collect
2 – 4 entries from each course
Each entry has student work, a summary and a reflection
Select

131. What goes in a portfolio-
specifically?
Collect
2 – 4 entries from each course
Each entry has student work, a summary and a reflection
Select
Student determines which entries provide the best
evidence

132. What goes in a portfolio-
specifically?
Collect
2 – 4 entries from each course
Each entry has student work, a summary and a reflection
Select
Student determines which entries provide the best
evidence
Reflect

133. Essential Questions

134. Essential Questions
Expectations

135. Essential Questions
Expectations
What should students know and do?

136. Essential Questions
Expectations
What should students know and do?
What purpose does the portfolio serve?

137. Essential Questions
Expectations
What should students know and do?
What purpose does the portfolio serve?
Who is the audience?

138. Essential Questions
Expectations
What should students know and do?
What purpose does the portfolio serve?
Who is the audience?
Entries

139. Essential Questions
Expectations
What should students know and do?
What purpose does the portfolio serve?
Who is the audience?
Entries
How can students exhibit the expectations?

140. Essential Questions
Expectations
What should students know and do?
What purpose does the portfolio serve?
Who is the audience?
Entries
How can students exhibit the expectations?
How do we ensure tasks are “portfolio worthy” –

141. Essential Questions

142. Essential Questions
Assessment

143. Essential Questions
Assessment
How do we decide what’s good?

144. Essential Questions
Assessment
How do we decide what’s good?
How do we give consistent messages?

145. Essential Questions
Assessment
How do we decide what’s good?
How do we give consistent messages?
School Structures

146. Essential Questions
Assessment
How do we decide what’s good?
How do we give consistent messages?
School Structures
Who does what? When does it happen?

147. Essential Questions
Assessment
How do we decide what’s good?
How do we give consistent messages?
School Structures
Who does what? When does it happen?
Expectations for teachers, students, administrators

148. Essential Questions
Assessment
How do we decide what’s good?
How do we give consistent messages?
School Structures
Who does what? When does it happen?
Expectations for teachers, students, administrators
How do we use technology?

149. Why Digital Portfolios for your
School or Classroom?

150. Why Digital Portfolios for your
School or Classroom?
It helps to balance the quantitative side of
assessment with qualitative work.

151. Why Digital Portfolios for your
School or Classroom?
It helps to balance the quantitative side of
assessment with qualitative work.
It honors student work product not just a score
on a test.

152. Why Digital Portfolios for your
School or Classroom?
It helps to balance the quantitative side of
assessment with qualitative work.
It honors student work product not just a score
on a test.
Most importantly…it is a portfolio first; the
technology is the vehicle.

153. How Could DP’s Be Useful for
your school or classroom?

154. How Could DP’s Be Useful for
your school or classroom?
Helps to document what students need to know and be able to do.!

155. How Could DP’s Be Useful for
your school or classroom?
Helps to document what students need to know and be able to do.!
To use in parent conferences-conversation starter-helps parents understand
educational jargon.!
!

156. How Could DP’s Be Useful for
your school or classroom?
Helps to document what students need to know and be able to do.!
To use in parent conferences-conversation starter-helps parents understand
educational jargon.!
!
A tool for capturing, storing, and examining student work.!

157. How Could DP’s Be Useful for
your school or classroom?
Helps to document what students need to know and be able to do.!
To use in parent conferences-conversation starter-helps parents understand
educational jargon.!
!
A tool for capturing, storing, and examining student work.!
Allows students to help explain their understanding-application of learning.!

158. How Could DP’s Be Useful for
your school or classroom?
Helps to document what students need to know and be able to do.!
To use in parent conferences-conversation starter-helps parents understand
educational jargon.!
!
A tool for capturing, storing, and examining student work.!
Allows students to help explain their understanding-application of learning.!
Tool for us to drill down into specific learning outcomes and issues, e.g. examination
of reading video to highlight a student's difficulties reading.!

159. How Could DP’s Be Useful for
your school or classroom?
Helps to document what students need to know and be able to do.!
To use in parent conferences-conversation starter-helps parents understand
educational jargon.!
!
A tool for capturing, storing, and examining student work.!
Allows students to help explain their understanding-application of learning.!
Tool for us to drill down into specific learning outcomes and issues, e.g. examination
of reading video to highlight a student's difficulties reading.!
Capturing artwork and other 3 dimensional work.

160. How Could DP’s Be Useful for
your school or classroom?
Helps to document what students need to know and be able to do.!
To use in parent conferences-conversation starter-helps parents understand
educational jargon.!
!
A tool for capturing, storing, and examining student work.!
Allows students to help explain their understanding-application of learning.!
Tool for us to drill down into specific learning outcomes and issues, e.g. examination
of reading video to highlight a student's difficulties reading.!
Capturing artwork and other 3 dimensional work.
Capturing music and p.e. work as well-the arts in general.!

161. How Could DP’s Be Useful for
your school or classroom?
Helps to document what students need to know and be able to do.!
To use in parent conferences-conversation starter-helps parents understand
educational jargon.!
!
A tool for capturing, storing, and examining student work.!
Allows students to help explain their understanding-application of learning.!
Tool for us to drill down into specific learning outcomes and issues, e.g. examination
of reading video to highlight a student's difficulties reading.!
Capturing artwork and other 3 dimensional work.
Capturing music and p.e. work as well-the arts in general.!
Highlights students’ academic and emotional behavior in areas outside of the
classroom.! !

162. How Could DP’s Be Useful at Your
School or Classroom? (continued)

163. How Could DP’s Be Useful at Your
School or Classroom? (continued)

164. How Could DP’s Be Useful at Your
School or Classroom? (continued)
Getting students to "own" their learning-self
reflection.

165. How Could DP’s Be Useful at Your
School or Classroom? (continued)
Getting students to "own" their learning-self
reflection.
Teachers better understand how their new
students learn thus aiding transition-keeps
kids from starting all over again and makes
their elementary years much more fluid

166. How Could DP’s Be Useful at Your
School or Classroom? (continued)
Getting students to "own" their learning-self
reflection.
Teachers better understand how their new
students learn thus aiding transition-keeps
kids from starting all over again and makes
their elementary years much more fluid
More manageable than using paper over

167. What can be put in the
DP?

168. What can be put in the
DP?
Scanned work (e.g. student writing)

169. What can be put in the
DP?
Scanned work (e.g. student writing)
Photos

170. What can be put in the
DP?
Scanned work (e.g. student writing)
Photos
Online rubrics

171. What can be put in the
DP?
Scanned work (e.g. student writing)
Photos
Online rubrics
Video

172. What can be put in the
DP?
Scanned work (e.g. student writing)
Photos
Online rubrics
Video
Anything that can be put on a web site

173. Who can view it?
Teachers and students
Parents at conferences
Parents at home

182. Homework for next
week
Complete reflections on Stage 1 and 2 which includes and integrates
School Wide Assessment. At least a page for both. Share a Google
Doc with me for each. (two docs)
Continue working on both Stage 1 and 2.
Begin brainstorming lesson plan ideas.
Read: (links on Diigo under tag “UbD”.)
UbD Introduction
UbD in a Nutshell

183. 3X5
What was the big point you learned in class
today?
What is the main unanswered question you
leave class with today?