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Copyright © 2022 ProQuest LLC. Determining acceptable evidence is the second stage of the backward design planning process. Knowing what evidence validates that the targeted learning has been achieved helps to sharpen and focus the teaching. It is essential to decide how students will demonstrate they have achieved the goals/ learning intentions. Determine the acceptable evidence to assess the learning. Essential questions to consider are:
Determining acceptable evidence involves 6 aspects:
The 6 aspects1. Consider Stage 1 evidenceThink about how all the learning goals/intentions established in Stage 1 can be assessed, for example, your transfer goals/learning intentions, meaning goals/learning intentions and acquisition goals/learning intentions. Assessing for understanding requires evidence of the student’s ability to insightfully explain or interpret their learning - to 'show their work' and 'justify' or 'support' their performance/ product with commentary (meaning). It also requires evidence of the student’s ability to apply their learning in new, varied, and realistic situations. Sources of evidenceSome examples of sources of evidence are:
2. Design performance tasksWiggins & McTighe (2011) distinguish between 2 broad types of assessment - performance tasks and other evidence. Performance tasks:
Performance task examples include constructing a performance task scenario, possible student roles and audiences, possible products and performances, and considering student interests and task variables. (McTighe & Wiggins, 2011). Other evidenceOther evidence can include evidence from quizzes, tests, observations, and work samples that round out the assessment picture in relation to the stage 1 goals/ learning intentions. It may overlap the performance-based evidence, increasing the reliability of the overall assessment, especially if the performance task was done by a group. 3. Consider 6 facetsWiggins & McTighe (2011) have identified 6 facets of understanding for assessment purposes. They are intended to serve as indicators of how understanding is revealed, and to provide guidance as to the kinds of assessments needed to determine the extent of student understanding. The 6 facets are:1. Explanation - students will explain it in their own words, make and support an inference application, represent it in a different form and teach it to someone else. 2. Application - students will use their learning effectively in a new situation. 3. Perspective - students will transfer perspective, recognise different points of view, see the 'big picture'', and take a critical stance. 4. Self-knowledge - students will realise their strengths and weaknesses, recognise the limits of their own understanding, and reflect on their learning and actions. 5. Empathy - students will get 'inside' another person’s feelings and world view, and recognise merit in the odd, unorthodox, or unfamiliar Interpretation. 6. Interpretation - students will make meaning of a text or data set, see and describe patterns, and make new connections. Note: All 6 facets of understanding need not be evident in assessment all of the time, for example, in mathematics, application, interpretation, and explanation are the most natural fit, whereas in social studies, empathy and perspective may be added when appropriate. Performance tasks based on one of more facets should be seen as culminating performances for a unit of study. Refer to McTighe & Wiggins (2011) for examples of Brainstorming assessment ideas using the facets, Questioning for understanding using the facets, Designing tasks using the 6 facets, and Generating assessment ideas and using the facets. 4. Use the GRASPS elements (optional)The GRASPS acronym helps construct authentic scenarios for performance tasks: goal, role, audience, situation, performance, standards and criteria for success. Each key task listed below has a corresponding set of stem statements. These stem statements should be considered as idea starters when constructing a scenario for a performance task. Select the starters that are most suitable and avoid filling in all of the blanks.
5. Identify criteria for scoring rubricsWhen deciding on the criteria for ?understanding? performances, the challenge is to:
Different criteria
RubricsYou can use the following 6 areas and 4 points within each to describe differences in degree when constructing a 'first time' scoring rubric with a 4-point scale. Once the rubric is applied, an analysis of student work will yield more precise descriptive language and/or a rubric with more gradations. 1. Degrees of Understanding Degrees of Frequency
2. Degrees of Frequency
3. Degrees of Effectiveness
4. Degrees of Independence
5. Degrees of Accuracy
6. Degrees of Clarity
Refer to McTighe & Wiggins (2011) for more information about the Rubric design process and Tips for designing effective scoring tools. 6. Identify any other evidence neededConsider any other evidence through which students can demonstrate achievement of the desired results, for example quizzes, tests, academic prompts, observations, homework and journals. Consider how students can reflect upon and self-assess their learning. References
Which of the following is the greatest benefit of using a variety of assessment methods?Which of the following is the greatest benefit of using a variety of assessment methods? It allows the students several different ways to demonstrate what they have learned and can do.
Which of the following recommendations helps teachers give oral directions effectively quizlet?Which of the following recommendations would you make to a new teacher about giving oral directions? Answers: Be sure to give a long series of directions together so that students can see their interrelationship.
What is a common criticism of traditional testing quizlet?What is a common criticism of traditional testing? Traditional tests do not test knowledge as it is applied in real-world situations.
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