Essential question: What assessments will I use in my UBD Unit, and what is the purpose of these assessments?

UBD Unit is Due on SUNDAY March 26 – Plan to teach unit between April 3-April 21. Unit should be approximately two weeks long…but could be slightly longer or shorter according to your needs. It will only be important to capture data documenting student learning so that this can be written into your reflection. The rubric for the actual UbD Unit is below this week’s explanation. 

You will submit this unit for feedback and grading in Blackboard.

The UbD Template is attached here. Please use this template to organize and submit your unit. If you are unfamiliar with the stages of UbD the following videos will help:

Stage One

Stage Two

Stage Three

The WHERETO document referenced in the video is linked here.



challenge_ident2007bChallenge! I challenge you to share the assessments you will use for your UBD unit, and explain their value for intrinsic learning or documentation of mastery!


Nothing stops learning faster than fear. And nothing can cause fear: heart-stopping, jaw-dropping FEAR, like a big complicated test administered impersonally, and scored thousands of miles away.

High-stakes assessment creates fight or flight instincts in many learners. Now – some learners can feel excitement to demonstrate what they know. Certainly these are the most traditional (read middle class, average high intelligence, European-American) learners in our group! However some learners, and especially learners from low SES, learners who have not experienced success in the past, or learners whose basic needs are lacking, simply may see a test date as an insurmountable challenge at best or an impending personal tragedy at worst.

When we teach with the brain in mind, assessment is a natural part of the day – and feedback is offered to learners naturally, in the same way that feedback is offered in the real world. Consider the unit that you are planning, and the assessments you have created.

1. Do the majority of your assessments DOCUMENT student expertise or CONTRIBUTE to student learning? What is your balance of the two and why?

2.  Are your assessments open response or closed response? Why did you make this decision?

3. Have you planned performance assessments? Why or why not? (You will need at least one performance assessment for your unit)

4. How transparent are the grading criterion? Can students effectively self-assess and self-regulate while mastering standards? If so how? (You will need at least one student self-assessment for your unit)

5. Are your assessments high-stakes, or low-stakes, or a combination of these? Why have you made these choices?

I will share that I have a bias toward authentic, natural,  and ongoing low-stakes assessment that creates what I hope is gentle but constant  pressure toward ongoing growth. However, I must use criterion-referenced assessment in the form of a final set-in-stone score at the end of a semester. Such is the American system!

Reading – please choose at least 3 of these articles for citation in your blog. In addition, cite at least 2 resources of your own choosing: 

Shores, C., & Chester, K. (2009). Using RTI for School Improvement : Raising Every Student’s Achievement Scores.Chapter Two: Selecting and Implementing Ongoing Assessment. Thousand Oaks, Calif: Corwin. Retrieved from: http://egandb.uas.alaska.edu:2051/login.aspx?direct=true&db=nlebk&AN=473693&site=ehost-live&ebv=EB&ppid=pp_34

Burns, V. (2015). 53 Interesting Ways to Assess Your Students. [N.p.]: Frontinus Ltd. Retrieved from http://egandb.uas.alaska.edu:2051/login.aspx?direct=true&db=nlebk&AN=1017975&site=ehost-live&ebv=EB&ppid=pp_Cover on March 11, 2017 (Choose any chapters that might relate to your unit and topic)

James Popham, W. p. (2014). Criterion-Referenced Measurement: Half a Century Wasted?. Educational Leadership, 71(6), 62-68. Retrieved from: Egan Library http://egandb.uas.alaska.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=94925708&login.asp&site=ehost-live

Palloff, R. M., & Pratt, K. (2009). Jossey-Bass Guides to Online Teaching and Learning Ser. : Assessing the Online Learner : Resources and Strategies for Faculty (1). Hoboken, US: Jossey-Bass. Retrieved from http://egandb.uas.alaska.edu:2081/lib/uasoutheast/reader.action?ppg=91&docID=10308271&tm=1489246839507 March 11, 2017

Kohn, A. (2008). Who’s Cheating Whom? Phi Delta Kappan. Retrieved from: http://www.alfiekohn.org/article/whos-cheating/ 13 April 2015.

Wheatley, K. F. (2015). Factors that Perpetuate Test-Driven, Factory-Style Schooling: Implications for Policy and Practice. International Journal of Learning, Teaching and Educational Research, 10(2). Retrieved from: http://ijlter.org/index.php/ijlter/article/viewFile/261/pdf

Blogging

Each week, between Monday and Friday, students are expected to post a response to the Essential Question for the week. Students then interact with others by making postings to their blogs and interacting in twitter. On Sunday, students are expected to post a reflection on their blog of the learning that they have encountered during the week.

UbD Differentiated Lesson Plan Rubric (from the Syllabus)

Exemplary Developing Beginning
2.a. Link to standards (NETS-S and Content) Clear, consistent and convincing evidence that content outcomes and NETS-S standards guide the creation of learning experiences. Evidence that content outcomes and NETS-S standards guide the creation of learning experiences. Little or no evidence that content outcomes and NETS-S Standards guide the creation of learning experience.
2.b. Learner-centered strategies and assessment tools Clear, consistent and convincing evidence that the candidate utilized the results of surveys and inventories (data) to plan instruction. Evidence that the candidate utilized the results of surveys and inventories (data) to plan instruction. Little or no evidence that the candidate utilized the results of surveys and/or inventories (data) to plan instruction.
2.c. Authentic Tasks Clear, consistent and convincing evidence that student use of technology focuses on an authentic performance task.  Evidence that student use of technology focuses on an authentic performance task. Little or no evidence that student use of technology focuses on an authentic performance task.
2.d. Creativity and higher order thinking Clear, consistent and convincing evidence that student use of technology allows for student self-selection of elements of the task, and that student creativity is encouraged in meeting the selected standards AND student self and peer assessment assists students in meeting the designated standards. Evidence that student use of technology allows for student self-selection of elements of the task, and that student creativity is encouraged in meeting the selected standards AND student self and peer assessment assists students in meeting the designated standards. Little or no evidence that students may choose aspects of the task AND/OR little evidence that student creativity is encouraged in meeting the selected standards AND/OR student self and/or peer assessment has been omitted or is not related to assisting students in meeting designated standards.
2.e. Candidate demonstrates responsiveness to the learning environment Clear, consistent and convincing evidence that the candidate is aware of student progress throughout the unit of instruction, and that the student makes appropriate adjustments to facilitate student readiness levels, learning styles, interests, and/or personal goals. Evidence that the candidate is aware of student progress throughout the unit of instruction, and that the student makes appropriate adjustments to facilitate student readiness levels, learning styles, interests, and/or personal goals. Little or no evidence that the candidate is aware of student progress throughout the unit of instruction, and/or that the student makes appropriate adjustments to facilitate student readiness levels, learning styles, interests and/or personal goals.
2.f Instructional Design Clear, consistent and convincing evidence that lessons were created using a valid instructional design process. Outcomes, activities and assessments are well aligned. Evidence that lessons were created using a valid instructional design process. Outcomes, activities and assessments are aligned. Lessons demonstrate little or no alignment. It is unlikely that a valid instructional design process was utilized.

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