Lesson 4.2: UbD Framework Stage 2
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Lesson Objective
Participants will...
- Develop performance tasks and assessments with clear connection to learning objectives and a purpose
- Self-evaluate developed assessment plan
Read
How will I confidently determine student mastery of performance objectives and standards? If your objectives and standards are aligned, then mastery of one should mean mastery of the other. Similar to stage 1, we can complete this stage by considering a few key questions pulled directly from McTighe and Wiggins (2012).
- How will we know if students have achieved the desired results?
- What will we accept as evidence of student understanding and their ability to use (transfer) their learning in new situations?
- How will we evaluate student performance in fair and consistent ways?
How should I assess students? McTighe and Wiggins (2012) distinguish two different types of assessments: performance tasks and other evidence. For performance tasks, there are six facets that categorize ways to assess student understanding by demonstrating the certain abilities (described in photo to the right)
For other evidence, there are tools... "such as traditional quizzes, tests, observations, and work samples" (2012, p. 6).
Important tip: You do not need to include every facet of understanding all the time as some correspond to certain disciplines better than others AND performance tasks evaluating more than one facet are best used as culminating assessments (2012, p. 5).
How should I assess movement and dance-related performance tasks? Designing assessments for certain types of dance activities may seem difficult. Particularly with movement exercises, it can be challenging to properly and fairly assess students the same way you could grade a traditional quiz with clear right and wrong answers. My advice would be to use descriptive rubrics or checklists that evaluate levels of participation and effort. Most movement activities or performance tasks should clearly demonstrate whether a student practices or experiences the dance concepts described in the performance objectives. The helpful element to movement performance tasks is that students cannot quietly slip through the cracks. It should be very easy and apparent whether a student completes the task or not.
Here is an example rubric for a performance assessment in a dance lesson aligned to the National Core Arts Standards (NCAS) - Click here for a more detailed description of this assessment: (OSPI-Developed Performance Assessment, n.d.) | Dancing Art ~ Grade 5
Design
What types of assessments can I choose from? Larson and Lockee outline "three basic purposes that assessments address: appraisal (assessment of learning), diagnosis and guidance (assessment for learning), and/or fostering the learner's metacognition (assessment as learning)" (2014, p. 134). Furthermore, they also suggest, "the goal in creating assessment for any of these purposes is to design an appropriate level of challenge that motivates the learner, while avoiding excessive difficulty that could produce anxiety, and instruction that is below the learners skill level and causes boredom" (2014, p. 135). All that said, in this step we will design assessments that align with previously constructed learning objectives, appropriate for learner, address one or more facets of understanding, and correspond with a specific purpose.
On your Unit Planner in the Course Google Drive, complete organizational chart to respond to question #11: "How will you assess your students mastery of the performance objectives?"
Self Assessment
Click here to open our Quiz Nearpod and respond to four questions to self-assess your mastery-level of designing assessments. Use code RLETG if needeed.
References
- Heick, T. (2019, December 8). The 6 Facets Of Understanding: A definition for teachers. Retrieved from https://www.teachthought.com/critical-thinking/6-facets-of-understanding-definition/
- McTighe, J., & Wiggins, G. (2012). The Understanding by Design® Framework. Alexandra, VA: ASCD. http://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf
- OSPI-Developed Performance Assessment. Dance Art: Grade 5, Dance Art: Grade 51–19 (n.d.). Olympia, WA: Office of Superintendent of Public Instruction.
- Overby, L. Y., Beach, H. A., Glassman, P. undefined, Haislip, Y. undefined, Luzier, J. undefined, Schotz, R. undefined, & Thomas, T. undefined. (2013). Formative and Summative Assessments for Dance Interarts/Interdisciplinary Projects. Journal of Dance Education, 13(1), 23–29. doi: 10.1080/15290824.2012.701182
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