Understanding by Design (UbD) Stage #2
Learning Objectives
At the end of the workshop, participants will be able to:
A. Explain the purpose of Stage #2.
B. Identify the two-question validity test for assessments.
C. List the six facets of understanding.
D. Identify the four types of criteria used to evaluate assessments.
E. Explain the two types of rubrics - holistic and analytic
F. List the specific components found in the template used to complete Stage #2.
Understanding by Design (UbD) Stage #2
Stage #2 - Determine Acceptable Evidence
In Stage 2, we are attempting to take on the role of an assessor. We need to come up with evidence that will support their level of understanding, knowlegde, and skills that was developed in Stage 1 (Wiggins & McTighe, 2011). The goal in this stage is to determine acceptable evidence.
In this stage, we are really trying to make sure that learners can apply their knowledge, skill, and understanding in different situations on their own. This is true transfer of understanding. There are six aspects of learning that we can incorporate into our assessments to demonstrate transfer. Please note that you are not require to incorporate all six elements at any time. They should be used in a meaningful way in your assessments.The six aspects are listed below (Wiggins & McTighe, 2011):
When developing your assessment to gauge the learners you need to apply the two-question validity test to your performance tasks (Wiggins &McTighe, 2011):
If you answer to either question is highly likely, then your assessments are not working to support your goals of the unit. You should reconsider the goals you are trying to achieving in understanding.
Once you have developed your assessments, you must develop the criteria-based evaluation to be used. There are several benefits to doing this, such as providing clarity and transparency to your students and they provide consistency in your evaluations. The are four common types of criteria that can be used. They are listed below for you (Wiggins & McTighe, 2011):
It is quite helpful if a rubric is developed on the chosen criteria to provide feedback to the learner. A rubric often includes a scale and descriptions of performance across the scale. There are two types of rubrics you can choose from. The first type is the holistic rubric which provides overall evaluation of the student's performance. The second type if the analytic rubric which provided feedback on the student;s performance based on several dimensions. You should choose the appropriate type of rubric based on your purpose. Often, it seems the analytic is more informative to students.
In this stage, we are really trying to make sure that learners can apply their knowledge, skill, and understanding in different situations on their own. This is true transfer of understanding. There are six aspects of learning that we can incorporate into our assessments to demonstrate transfer. Please note that you are not require to incorporate all six elements at any time. They should be used in a meaningful way in your assessments.The six aspects are listed below (Wiggins & McTighe, 2011):
- Explanation - This is when you express connections in your own words with support.
- Interpretation - This is when you make sense of ideas, data, and events; turn data into information.
- Application - This is when you use what you have learned in new and different situations.
- Perspective - This is when you see the big picture, so you are able to take into consideration different points of view.
- Empathy - This is when you are able to put yourself in another's shoes.
- Self-knowledge - This is when you fully aware and reflective of your new learning and understanding.
When developing your assessment to gauge the learners you need to apply the two-question validity test to your performance tasks (Wiggins &McTighe, 2011):
- Can the student do the performance but not understand?
- Can the student do poorly at the test but still understand based on other evidence?
If you answer to either question is highly likely, then your assessments are not working to support your goals of the unit. You should reconsider the goals you are trying to achieving in understanding.
Once you have developed your assessments, you must develop the criteria-based evaluation to be used. There are several benefits to doing this, such as providing clarity and transparency to your students and they provide consistency in your evaluations. The are four common types of criteria that can be used. They are listed below for you (Wiggins & McTighe, 2011):
- Impact - this is evaluating if the desired results were achieved in the task.
- Content - this is evaluating if the work was accurate and revealed deep understanding.
- Process- this is evaluating if proper process were followed.
- Quality - this is evaluating whether the performance was of the high quality.
It is quite helpful if a rubric is developed on the chosen criteria to provide feedback to the learner. A rubric often includes a scale and descriptions of performance across the scale. There are two types of rubrics you can choose from. The first type is the holistic rubric which provides overall evaluation of the student's performance. The second type if the analytic rubric which provided feedback on the student;s performance based on several dimensions. You should choose the appropriate type of rubric based on your purpose. Often, it seems the analytic is more informative to students.
Understand by Design (UbD) Stage #2 Overview
In this video, you will be introduced to the specific components that make up the Stage #1 Template. Hopefully, this will make completing this document a bit easier.
Assessment for Stage #2
You will find several questions below to help you gauge your understanding of this workshop.
References
Wiggins, G. P., & McTighe, J. (2011). The understanding by design guide to creating high-quality units. Alexandria, VA: ASCD.