Assess for Success - IATEFL
Transcript of Assess for Success - IATEFL
Assess for Success Understanding by Design in ELT
Sheri Henderson Ras Al Khaimah Men’s College, UAE
IATEFL TEA SIG with ETAS in Aigle, Switzerland 28-‐29 October 2016
Understanding by Design (1998)
Grant Wiggins and Jay McTighe
With Jay McTighe, October 2015 Abu Dhabi Community School
1950 -‐26 May 2015
What is Understanding by Design?
A framework to improve student achievement
➔ Aids student understanding Knowledge, skills, abilities
➔ Authentic, performance-based Guide students to the end goal
➔ Formative, reflective Learning is an ongoing process
➔ Uses “Backward Planning” Start with the end in mind
3 STAGES OF BACKWARD DESIGN
Desired Result
What students will learn
Evidence How they will demonstrate
learning
Learning Activities & Instruction Designed for
success
Understanding by Design, Ch.1: https://www.fitnyc.edu/files/pdfs/Backward_design.pdf
Start with the end in mind
UbD: Essential Questions
What knowledge and skills will students acquire? What performance/product constitutes evidence of this? What activities, experiences and lessons will lead to the desired results and success?
Why Understanding by Design?
Teaching and learning for understanding
➔ Clarifies expectations For both teachers and learners; deeper learning
➔ Rubrics Tools – to guide and grade (formative,
summative, self/peer/teacher)
➔ Engages learners Students take charge of their learning
➔ Assessment & Grading Transparency = fewer grade complaints
UbD because…
The primary purpose of assessment is
to improve student learning. Assessment for the purpose
of improving student learning is seen as both
“assessment for learning” and “assessment as
learning”. – Ontario Ministry of Education, Growing Success, p. 28
Think like an Assessor
Design the assessment first, then plan the path to success!
- Jay McTighe, October 2015
How does UbD work?
Start with the end in mind
➔ Desired Result What must students do/learn/produce?
➔ Evidence How will learners demonstrate their level of
understanding?
➔ Learning & instructional activities What experiences and learning tasks will support student achievement of the desired result?
Bulletin Board Task
Desired Result: Bulletin Board Evidence: Criteria on rubric
Learning plan:
• Examine communicative purpose of bulletin boards; conventions
• Identify topic/purpose/audience • Start with individual slide task (formative)
• Design/display/present slides • Self-‐select groups for bulletin board • Research topic
• Design/display/present work
Formative Task: Design slide to recommend a useful study tool, app or website; display on college televisions
Briefly share work
“… students need multiple opportunities to be tested on the same information.
A formative assessment does not look backwards…it focuses on the present of
where the student is right now, it looks to the future.”
- Grant Wiggins
Why bother with formative assessment?
Rubrics • are NOT for every task!
• take time, and save time
• measure student performance against identified criteria
• make learners accountable – can reduce plagiarism
• used to guide and grade • reduce grade complaints
Whether holistic or analytic, rubrics need:
Criteria
what students must do, produce, learn
(usually 4-‐6)
Levels of Achievement how well they achieve/perform/
demonstrate learning
(usually 4)
Assessment
Criteria Performance Levels*
A B C D and below
Exemplary Proficient Developing Beginning
Exceeding Expectations
Meets Expectations
Approaching Expectations
Below Expectations
*Organization will vary
Understanding by Design in ELT
Supports learners
➔ Identifies required skills What do I need to do?
➔ Explains performance expectations How can I demonstrate what I know?
➔ Reflective Better teaching, better learning
➔ Stresses continuous improvement Practise, practise, play the game!
Teach the terms Teach the process
Watch learners flourish
Understanding by Design in ELT
WHAT PEOPLE ARE SAYING
What activities, experiences and
lessons will lead to the desired results
and success?
What knowledge and skills will
students acquire?
What product constitutes
evidence of this learning?
To design for understanding, ask:
Assessment Resources
! Growing Success. (2010). Ontario Ministry of Education. p. 28 Retrieved from http://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf
! Secondary ESL/ELD (2007). Ontario Ministry of Education. pp. 36-37. Retrieved from http://www.edu.gov.on.ca/eng/curriculum/secondary/esl912currb.pdf
UbD & Rubric Resources ! Jay McTighe & Associates - Resources http://jaymctighe.com/resources/websites/
! Authentic Assessment Toolbox by Jon Mueller. http://jfmueller.faculty.noctrl.edu/toolbox/
! Essential Learning Outcomes, from AACU. http://www.aacu.org/leap/essential-learning-outcomes
! Rubrics at Edutopia. http://www.edutopia.org/blogs/tag/rubrics
And the BEST site to find a rubric for anything:
! Kathy Schrock’s Guide to Everything. Assessment and Rubrics http://www.schrockguide.net/assessment-and-rubrics.html
Rubric Resources for Higher Education ! Could Rubric-‐Based Grading Be the Assessment of the Future? By Katrina Schwartz in MindShift.
Retrieved from https://ww2.kqed.org/mindshift/2015/10/14/could-‐rubric-‐based-‐grading-‐be-‐the-‐assessment-‐of-‐the-‐future/
! Carnegie Mellon University. https://www.cmu.edu/teaching/designteach/teach/rubrics.html
! Centre for Teaching and Learning, Humber College. http://www.humber.ca/centreforteachingandlearning/instructional-‐strategies/teaching-‐methods/course-‐development-‐tools/creating-‐assignment-‐rubrics.html
! Cornell University, Center for Teaching Excellence. https://www.cte.cornell.edu/teaching-‐ideas/assessing-‐student-‐learning/using-‐rubrics.html
! VALUE Rubrics from Association of American Colleges and Universities. https://www.aacu.org/value-‐rubrics
! VALUE Rubrics at Massachusetts College of Liberal Arts. http://www.mcla.edu/Academics/assessment/atmcla/VALUE-‐rubrics/index
Assess for Success Understanding by Design in ELT
Sheri Henderson – [email protected]
IATEFL TEA SIG with ETAS in Aigle, Switzerland 28-‐29 October 2016
To get this presentation, go to
http://tinyurl.com/UbD-‐in-‐ELT