assessing along the way-ubd stage # 2
TRANSCRIPT
Assessing Along the Way
Using Assessment to Validate Your Curriculum
Good Teaching is Dependant
upon Good Curriculum Design
Teaching for understanding is not the same as teaching for skill development or teaching for recall!
Different teaching purposes demand different teaching designs
Teaching for Understanding Requires:
Routinely using teaching methods from all three general types Didactic: Direct instruction (used to
dispense factual information) Coaching: Teachers providing feedback
and guidance to students as they work Constructivist: Allowing the student to
“construct their own learning” by solving their own problems.
Teaching TypesWhat the Teacher
UsesWhat Students Need
to Do
Didactic/Direct Instruction• Demonstration/
modeling• Lecture• Questions/convergent
Coaching• Feedback/
conferencing• Guided practice
Receive, take in, respond:• Observe, attempt, practice,
refine• Listen, watch, take notes,
question• Answer, give responses
Refine skills, deepen understanding:• Listen, consider, practice,
retry, refine• Revise, reflect, refine, recycle
through
Teaching TypesWhat the Teacher
UsesWhat Students Need
to DoFacilitative/Constructivist/Reflective• Concept attainment• Cooperative learning• Discussion• Experimental inquiry• Graphic representation• Problem-based learning• Questions (open ended)• Reciprocal teaching• Simulation (e.g., mock trial)• Socratic seminar• Writing process
Construct, examine, extend meaning:• Compare, induce, define, generalize• Collaborate, support others, teach• Listen, question, consider, explain• Hypothesize, gather data, analyze• Visualize, connect, map relationships• Questions, research, conclude,
support• Pose/define problems, solve, evaluate• Answer and explain, reflect, rethink• Clarify, question, predict, teach• Examine, consider, challenge, debate• Consider, explain, challenge, justify• Brainstorm, organize, draft, revise
Assessing While We Teach
UBD requires thinking like an assessor
Effectively assessing how the lesson is working while we teach
Are the students beginning to understand the big picture?
Constant Assessment Understanding is more likely if we
are doing constant assessments Formal and informal
Rather than only end-of-unit assessments Finished projects, final exams, etc.
Assessments-in-progress Ferret out apparent from genuine
understandings
Correct Answers = Understanding
Students want teachers to believe that they understand Even, when they don’t
How else can you explain kindergarten students raising their hand when they don’t know the answer!
If I Said it Clearly… They must have understood it!
A common misconception Remember…
Less teaching = Better learning (often)
However, we must require understanding (How?)
We can’t just hand it to the students (Examples?)
Techniques to Check for Understanding
Index card summaries: Periodically, distribute index cards
and ask students to:1. summarize a big idea that they
understand on one side, and 2. identify something that they
don’t fully understand on the other side of the card
Techniques to Check for Understanding
Question box:Establish a location where students can leave or post questions. Students who will not speak in class may respond in written form.
Techniques to Check for Understanding
Analogy Prompt:Periodically, present students with an analogy prompt.(A designated concept, principle, or process) is like _______________ because _______________________.
Techniques to Check for Understanding
Visual representation (concept map)Ask students to create a web, concept map, flow chart, or timeline to show elements or components of a topic or process.
Techniques to Check for Understanding
Verbal questioning:Sample questions
How is _________ similar to/different from _______?
What are the parts of ______________? How does ____________ relate to
_____________? What is wrong with ________________? What evidence supports ______________? What alternatives should be considered
__________?
Techniques to Check for Understanding
Why? How do you know? Do you agree? Explain. Give your reasons. But what about ____?
What do you mean by ____?
Could you give an example?
Tell me more. What data support your
position? Can you find a reference
to support that?
Follow-up probes
Techniques to Check for Understanding
Misconception checkPresent students with common or predictable misconceptions about a designated concept, principle, or process. Ask them whether they agree or disagree and explain why.