An easy way to understand the basics of the K-12 system

1. STANDARDS-BASED
ASSESSMENT AND GRADING IN
THE K-12 SYSTEM

2. WHAT DO YOU USUALLY DO
WHEN PLANNING FOR TEACHING?

3. Identify RESULTS
Determine acceptable EVIDENCE
(quiz, SW, tests)
PLAN (learning experiences
& instruction)
The Traditional Design

4. WHAT IS UBD? WHY BACKWARD?

5. 1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences
& instruction
3 Stages of
(“Backward”) Design

6. Traditional VS UBD Design
PLAN
EVIDENCE
RESULTS
RESULTS
EVIDENCE
PLAN

7. Wiggins and Mctighe
“BEGIN WITH THE END IN MIND!”

8. 1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences
& instruction
3 Stages of Design, elaborated

9. You’ve got to go
below the surface...

10. to uncover the
really ‘big ideas.’

11. 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

12. 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?

13. Enduring Understanding
•Non-Enduring
Understanding
Answers
•What is a number?
•Who is our national hero?
•What is the chemical
symbol of Lead?
word
No 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?
Statements
There is a point of discussion

14. Establishing Priorities
Worth being
familiar with
Important to
know and do
“Enduring”
understanding
Knowledge
Skills
Life-long skills, Big Ideas

15. 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

16. 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

17. 1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences
& instruction
3 Stages of Design:
Stage 2

18. 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”
understanding
Assessment Types
Traditional quizzes and tests
Paper-pencil
Selected-response
Constructed-response
Performance tasks and projects
Open-ended
Complex
Authentic

19. Observations
/Dialogues
Performance
Tasks
Informal
Checks
for
Understanding
Academic
Prompts
Tests/Quizzes
Acceptable
Evidence
Examples of
Assessment Types

20. PERFORMANCE TASK:
GRASPS
Goal
Role
Audience
Situation
Product/Performance and Purpose
Standards for Success

21. 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

22. 1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences
& instruction
3 STAGES OF DESIGN:
STAGE 3

23. Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
Stage 3 big idea:
E
F
F
E
C
T
I
V
E
and
E
N
G
A
G
I
N
G

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

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47. 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?
Processing

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

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

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

51. Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
HOW DOES A TEST LOOK
LIKE?

52. Adapted From the Work and Wisdom of Grant Wiggins & Jay McTighe, UBD 08/2002
TABLE OF SPECIFICATIONS
CONTEN
T
No. of
hours
K P U P No. of
items
TOPICS
DLC

53. 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.