Acceptable evidence of learning prepared by Lead for Ghana

1. DETERMINING
ACCEPTABLE EVIDENCE
OF LEARNING

2. “
”
TEACHING FOR UNDERSTANDING IS THE
GOAL OF TEACHING AND THIS IS
COMPATIBLE WITH OUR STANDARDS
BASED CURRICULUM
Hence I will tweak the topic to be
DETERMINING ACCEPTABLE EVIDENCE OF
UNDERSTANDING

3. DEFINING EVIDENCE
• Available Information that tells you something
directly or indirectly about what has been achieved
• Evidence is neutral -- neither “good” nor “bad”
• Requires context to be meaningful

4. EVIDENCE OF UNDERSTANDING USING
BACKWARD DESIGN
• Begin with the end in
mind.
• Think like an
assessor not just an
activity designer
• Adopt the backward
design process for
lessons

5. This backward
design help us
Overcome the “twin
sins” of “aimless
activity” and
“superficial
coverage”. • The
work is only
“coverage” or “nice
activity” unless
focused on questions
and big ideas,
related to the
Standards/ learning
goals.

7. ACCEPTABLE EVIDENCE OF UNDERSTANDING
• It is a proof that learning has happened. It is student learning
data that is collected through formative and summative learning
experiences. It can be anything from observation or conversation to a
project or test. When we want to determine a student’s level of mastery,
we need evidence of learning to make the determination
• Evidence of understanding shows level of mastery
• Think like an assessor not just an activity designer
• Evidence of under

8. EVIDENCE OF UNDERSTANDING CONT’D
• How will you know your students have reached the enduring
understanding of the topic being discussed?
• What evidence would show beyond a reasonable doubt that the
student understands
• It is important to plan for assessment before designing individual
activities so that the activities work towards the focus of the
assessment
• To help you generate evidence of understanding you need to as
Essential Questions

9. ESSENTIAL QUESTIONS
• After setting the learning goals and learning intentions/objectives it is
important to set some essential questions which will guide the focus of
what is being taught and help in designing teaching and learning
activities that will enable learners to gain the needed understanding.
• Every learning goal/objective should be followed by essential questions
to give meaning to the activities being done.
• With that in place learners can clearly set their success criteria.

11. EVIDENCE OF UNDERSTANDING
• Can students explain accurately?
• Can students interpret meaningfully
• Can students apply effectively
• Do students have a credible perspective
• Do students display genuine empathy
• Do students display self awareness or self knowledge

12. TWO ESSENTIAL QUESTIONS
• What evidence do you have that students achieve your
stated learning outcomes?
• In what ways do you analyze and use evidence of student
learning?

15. ACCEPTABLE EVIDENCE OF
UNDERSTANDING
OBJECTIVES ESSENTIAL QUESTIONS

16. THANK YOU