Backward Design - Stage 2
The focus in Stage 2 is "valid evidence" - making sure that
what we assess and how we assess follows logically from the
Stage 1 goals. Assessing for understanding reqU:ires
evidence of the student's ability to insightfully
explain or interpret their learning - to "show their
work" and to 'justifY" or "support" their
performance/product with commentary. Assessing for
understanding also requires evidence of the student's
ability to apply their learning in new, varied, and
realistic situations - "doing" the subject as opposed to
merely answering pat questions.
UbD in a Nutshell, Grant Wiggins 2006
Stage 2 : Assessment Evidence
• are needed as evidence of understanding because we have to see if the learners
can apply their learning to various problems, situations, and contexts.
• should be as faithful as possible to real-world contexts, demands, messiness,
audiences and purposes.
• must be assessed using valid criteria and indicators, reflective of not only quality
performance but related to the desired results of Stage 1.
• reflect the 6 facets of understanding: explanation) interpretation, application,
perspective, empathy, and self-understanding.
• is non-performance-based evidence collected to assess various desired results of
Stage 1.
• is the place to identify conventional tests, quizzes, and assignments that round
out the assessment picture of Stage 1.
• can overlap the performance-based evidence, thereby increasing the reliability
of the overall assessment (especially if the performance task was done as a
group)
UhD in a Nutshel4 Grant Wiggins 2006
Assessment Plan
Where are our students?
• ', .
1
How will you know the students
have arrived?
41
,
How will!you know the students are heading in the right rection?
1
WfIlSiUdeiiri1'lcilow they are heading in
rectlonT- '---j
'.
i
.
I,
·How
tpe'--'-
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FonnativeAsse8sment
FormativeAsse8sment
.
FormativeAssessment
Teachers Must Distinguish Between
Traditional quizzes
and tests
• paper and pencil
• selected response
• constructed response
o0
Important to Know and Do
AO ·
Perform.aDce Tasks
and Projects
• complex
• open-ended
• authentic
V
Understandinf
by Desi~n.
Wiggins and McTighe
Summative Assessment, "of learning"
./ Used to summarize what has been learned
./ Evaluative in nature, and results may be used to report a grade
o Performance tasks, tests, graded quizzes, final exams,
culminating projects, work portfolios, others . ..
.Formative Assessment, "for learning"
./ Occur concurrently with instruction
./ Provides information to guide teaching and learning for improving
achievement
./ Provides opportunities ·for students to practice, take mental risks, learn
from mistakes, and revise work
./ May include both formal and informal methods
o Ungraded quizzes, oral questioning, observations, draft work,
think-alouds, concept maps, dress rehearsals, peer response
groups, portfolio reviews, others ...
Formative Assessment
"So, what is asSessment for learning? Many people have come up with different kinds of
fonnulations, but I would argue that there are five key strategies that encompass the ·
terrain of assessment for learning or formative assessment. And I would say that if you're
not doing one of these five strategies you're not doing assessment for learning, and ifyou
are doing assessment for learning~ you're doing one of these five things. The five key
"~ .."",,,:~-4-0'-"'" __ , •• _ •• _ 4~~ ~--.&Uuo VI. I.VlllJa.UV~ ~cs:smen[. f\IlQ 1 would say that if you're
not doing one of these five strategies you're not doing assessment for learning, and ifyou
are doing assessment forl6uning~ you're doing one of these five things. The five key
strategies are:
• clarifying and understanding learning intentions and criteria for success
• engineering effective classroom discussions, questions and tasks that elicit
evidence oflearning
• providing feedback that moves learners forward
• activating students as instructional resources for each other, and
• activating students as owners of their own learning
The "big idea" that ties these together is that we use evidence of student learning to adapt
teaching and learning, or instruction, to meet student needs"
EleDlents of Backward Design: Stage 2
If the desired result is for learners
to ...
Then you need evidence of the
student's ability to ...
understand that ..•
Explain
Interpret
Apply, by
See from the points of view of
and thoughtfully consider the questions ...
Empathize with
Reflect on
Integrating D. I. and UbD, Tomlinson and McTighe
I Key Criteria:
Elem.ents of Backward Design: Stage 2
What knowledge and skills are
necessary to ... ?
So the assessment plan needs ...
Vocabulary
Pre-assessment:
Concepts
Timeline:
--------
Other Evidence:
.(nowledge
Skills
Skills
Key Criteria:
Performance Task:
Performance Task:
Elem.ents of Backward Design: Stage 2
If the desired result is for learners
to ...
Then you need evidence of the
student's ability to ...
understand that ...
Explain
• describe the characteristics of a successful
pioneer.
• many pioneers had naive ideas about the
opportunities and difficulties of moving west.
• people move for a variety of reasons (economics,
freedom, to flee something)
• successful pioneers rely on courage, ingenuity and
collaboration to overcome hardships and challenges.
Interpret
• tell a story of a pioneer traveling west.
Apply, by
• design a visual representation of the route
pioneers took west. Include geographic
features.
and thoughtfully consider the questions ...
• Why do people move? Why did pioneers leave
their homes to head west?
• How do geography and topography affect travel
and settlement?
• Why did some pioneers survive and prosper while
others did not?
See from the points of view of
• compare and contrast the experiences of
moving pioneers to another group of
people who have made a similar
decision
Empathize with
• imagine the hardships and challenges the
pioneers encountered
• relate to any person who moves to a foreign
land
c - - --- --- - ....... - - -.. ............ "'''-10
others did not?
• relate to any person who moves to a foreign
land
Reflect on
• recognize the reasons a person moves.
• reflect on a time when you moved (cities,
houses, schools, etc)
Key Criteria:
• Letters are written from the perspective of a pioneer
• Correct spelling, punctuation, grammar - use of good writing skills
• Each letter includes at least 7 facts about life on a wagon train
EleInents of Backward Design: Stage 2
What knowledge and skills are
necessary to ... ?
Vocabulary
pioneer
manifest destiny
topography
Oregon Trail
Conestoga Wagon
Italics = new vocabulary word
Concepts
expansion
movement
survival
overcoming hardship
Knowledge
• Key facts about westward movement
and pioneer life on the prairie
• Basic geography (travel routes,
locations of settlements, etc.)
• Reasons people move
Skills
• Use vocabulary in context
• Use research skills to fmd out about
1~.L'"
_
__ _
~,
• Use vocabulary in context
• Use research skills to fmd out about
life on the wagon train and
prairie
• Compare and contrast two ideas
So the assessment plan needs ...
Pre-assessment:
Each student will create a graffiti wall with pictures
and words that demonstrate their knowledge of
pioneers and their movement west.
Students will also answer the question, "Why do
people move?"
Timeline:
--------------------
Other Evidence:
• Oral or written responses to the essential questions.
• Visual representation of the route pioneers took
west
• Test on facts about westward expansion, life on the
prairie and basic geography
• Using pioneer vocabulary in context
• Daily iWrite
Performance Task:
• Write one letter a day (each representing a month
of travel) to a friend "back east" describing your life
on the wagon train and the prairie. Tell about your
l... __ ,... ... __ ..J
...l ____ __ __
~1
....
-"-
• Write one letter a day (each representing a month
of travel) to a friend "back east" describing your life
on the wagon train and the prairie. Tell about your
hopes and dreams, then explain what life on the
frontier was really like.
Key Criteria:
• Letters are written from the perspective of a pioneer
• Correct spelling, punctuation, grammar - use of good writing skills
• Each letter includes at least 7 facts about life on a wagon train
,
The Six Facets of Understanding
Integrating Differentiated Instruction and Understanding by Design, Tomlinson and McT1f,he
When we truly understand, we ...
• Can explain via generalizations or principles: provide justified and systematic accounts of phenomena, facts,
and data; make insightful connections and provide illuminating examples or illustrations.
• Can interpret: tell meaningful stories; offer apt translations; provide a revealing historical or personal
dimension to ideas and events; make it personal or accessible through images, anecdotes, analogies, and models.
• Can apply: effectively use and adapt what we know in diverse and real con-texts- we can "do" the subject
• Have perspective: see and hear points of view through critical eyes and ears; see the big picture.
• Display empathy: find value in what others might find odd, alien, or implausible; perceive sensitively on the
basis of prior direct experience.
• Have self-knowledge: show metacognitive awareness; perceive the personal style, prejudices, projections,
and habit of mind that both shape and impede our own understanding; be aware of what we do not understand;
reflect on the meaning of learning and experience.
Performance Verbs Based on the Six Facets of Understanding
explain
demonstrate
derive
describe
design
exhibit
express
induce
instruct
justify
model
predict
prove
interpret
analogies
critique
document
evaluate
illustrate
judge
make meaning of
make sense of
metaphor (provide)
read between the lines
represent
apply
adapt
build
create
de-bug
decide
design
exhibit
invent
perform
produce
propose
ffi~ (i pswrv
of
or (provide)
p"~rtorm
model
predict
prove
show
teach
synthesize
read between the lines
represent
tell a story of
translate
produce
propose
solve
test
use
perspective
analyze
argue
compare
contrast
criticize
infer
empathy
assume role of
believe
be like
be open to
consider
Imagme
relate
role-play
self-knowledge
be aware of
realize
recognize
reflect
self-assess
J U"Ul Y
lI.na . f Pr.-A••••• m.n• •• ra••• ~ ••
1. Anticipation journals
2. Concept Maps
3. Drawing - related to content or topic
4. Entrance or Exit Slips
5. Graffiti Wall
6. Informational surveys / questionnaires / inventories
7. Interest Survey
8. KWL charts and other graphic organizers
9. Open-ended Questioning
10. Picture Interpretation
11. Prediction
12. Self-evaluations
13. Standardized test information
14. Student demonstrations and discussions
15. Student interview
16. Student products and work samples
17. Teacher observations/ checklists
18. Teacher prepared pretests
19. Traditional tests
20. Writing prompts/ samples or any pre-writing activity
A pre-assessmenc is...
A pre-assessmenc is noc...
• Diagnostic
• The summative assessment
• Quick and Targeted
• Long, multi period
• Quick and Targeted
• Long, multi period
• Used to plan the unit and
lessons
• Completed a couple of days
before the unit begins
• Analyzed
• Graded
• An opportunity to introduce
the essential question and see
what the students know
• An opportunity to prove
the essential questions is
inaccessible