Understanding by design Stage #2
Stage #2As you continue to “move backwards” through the design process, stage 2 is where you will begin to develop the assessments by which you will test the students understanding. The main emphasis of UbD is that students should be able to apply their knowledge in real-life situations, independently (Wiggins & McTighe, 2011). Keep in mind the goal of transfer which is the is made possible through the six facets of understanding:
Explain- Learners are able to put information in their owns words in an effort to be able to teach others what they just learned Interpret- Learners are able to turn data from simply dates or events and turn them into tools of knowledge for understanding Apply & Adjust- Learners are able to take knowledge and use it outside of the learning setting in new and different situations Perspective- Learners are able to see big picture in order to be aware of and considering other points of view and to be able to recognize and avoid bias Empathy- Learners are able to “walk in another person’s shoes” and see value or purpose in their thinking Self-Knowledge- Learners ability to reflect on one’s own learnings and experiences in an effort to shape their own understanding It is important to note that there is no hierarchy to the six facets as they are all equally as important as the other however, they are not all needed as it depends on the content and specific understandings. (Wiggins & McTighe, 2011) |
Performance Tasks
With the six facets in mind you will develop some performance tasks that relate back to the transfer and understanding goals and codes from stage 1. These tasks should validate student understanding of the “Big Ideas” of the unit. As you fill out this portion of the template in the right column you will list some of the criteria used to evaluate the tasks. You want to focus the criteria on the quality of the performance as the tasks should be open-ended allowing for learners to be unique in their performance. Other Evidence The difference between the performance task and the other evidence are that these are much more simple tasks. For example, if the big idea is basketball, a performance task may be shooting a jump shot or performing a crossover. Other evidence may be something like knowing the different rules of the game or the meanings of the markings on the court. In the class room, examples of other evidence are things like homework, quizzes or journal entries. |
Rubrics
Wrapping up stage 2 you will be developing a grading rubric for one of your performance tasks, where you will list the evaluative criteria and then distinguish the basis of each level of mastery. To assist in determining the students level of mastery, there Wiggins and McTighe’s four areas of criteria to be considered: Impact- How effective was the learner in performing the task and were the goals successfully achieved Content- Does the learner demonstrate and understanding of skills and knowledge related to the unit and performing of the task Quality- Level of craftsmanship, mechanics or neatness of the learner in their performance Process- How the task or project was completed accomplished and if the learner was prepared and followed instructions Rubrics can be either holistic, where they are given a single score, or analytic, where there are separate scores for each criterion. Analytic rubrics are more specific in detail and tell students what areas they were and weren’t successful, they are also more time consuming to complete. |
Here's your copy of the UbD Template. Feel free to download and follow along with the video below!
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Understanding by design Stage 2 tutorial
Watch this video to help you complete your UbD Template
Assessment
Complete the assessment below to test your understanding of the Stage #2 Material
Resources
Wiggins, G., & Mc Tighe, J. (2011). The Understanding by design to creating high-quality units.Alexandria, VA.:ASCD
Wiggins, G., & Mc Tighe, J.(2012). The understanding by design guide to advanced concepts in creating and reviewing units.Alexandria, VA.:ASCD
Wiggins, G., & Mc Tighe, J.(2012). The understanding by design guide to advanced concepts in creating and reviewing units.Alexandria, VA.:ASCD