Standards based assessment and grading in the k-12 system

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 Design2

1

3

WHAT IS UBD? WHY BACKWARD?

1. Identify desired results

2. Determine acceptable evidence

3. Plan learning experiences

& instruction

3 Stages of (“Backward”) Design

Then and

only then

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, elaborated

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)– What should students know and be able to do? – What content standards are addressed explicitly

by the unit?

U

K

Q

CS

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?

Enduring Understanding•Non-Enduring Understanding

Answers

•What is a number?•Who is our national hero?•What is the chemical symbol of Lead?

wordNo 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?

StatementsThere is a point of discussion

Establishing Priorities

Worth being familiar with

Important to know and do

“Enduring” understanding

Knowledge

Skills

Life-long skills, Big Ideas

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

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

1. Identify desired results

2. Determine acceptable evidence

3. Plan learning experiences

& instruction

3 Stages of Design: Stage 2

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” understandi

ng

Assessment Types

Traditional quizzes and testsPaper-pencilSelected-responseConstructed-response

Performance tasks and projectsOpen-endedComplexAuthentic

Examples of Assessment

Types

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, 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

1. Identify desired results

2. Determine acceptable evidence

3. Plan learning experiences

& instruction

3 STAGES OF DESIGN: STAGE 3

Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002

Stage 3 big idea:

EFFECTIVE

and

ENGAGING

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

UNDERSTANDING

Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002

PERFORMANCE/PRODUCT

Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002

PROCESS/SKILL

Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002

KNOWLEDGE

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?

ProcessingUNDERSTANDING

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 SPECIFICATIONSCONTENT

No. of hours

K P U P No. of items

TOPICS

DLC

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.