Stage 2

ASSESSMENT

Assessment is the systematic observation and evaluation of student performance.

LevelofPerformance

LevelofUnderstanding

Performance Standards

Assessment

EU

Content Standards

Learning Standards

1. Identify desired results

2. Determine acceptable evidence

3. Plan learning experiences and instruction

Stage 2.Determine Acceptable Evidence. In the second stage we consider evidence of learning.

How will we know that students have achieved the desired results and met content standards?

How will we know that students really understand the identified big ideas?

What will we accept as evidence of proficiency?

The backward design orientation suggests that we think about our design in terms of the collected assessment evidence needed to document and validate that the desired results of Stage 1 have been achieved.

Facets of Understanding

Content

Power Pointfrom BSE files

explanation

Explanation

As Dewey (1933) explained, to understand something in this sense “ is to see it in its relations to other things;

to note how it operates and functions what consequences follow from it what causes it

We go beyond the information given to make inferences, connections and associations- a theory that works.

We need to explain why our answer is correct, why the fact exists, why the formula works; we need to supply support for our opinions.

When assessing, we look for good explanations from students, calling upon them to reveal their understanding by using such verbs as support, justify, generalize, predict, verify, prove and substantiate.

When students truly understand an idea, they -

Can explain: provide thorough, supported and justifiable accounts of phenomena

A student provides a well

supported view of the

economic and political

situation of the country

interpretation

Interpretation

Can interpret: tell meaningful stories; offer apt translations, provide revealing historical or personal dimension to ideas and events through images, anecdotes, analogies, models

When students truly understand an idea, they -

A student writes a story about the diligence of ants to show value of saving for the rainy days.

application

Application

Application of understanding is thus a context-dependent skill, requiring the use of new problems and diverse situations in assessment. Bloom (1981)

When students truly understand an idea, they…

Can apply: effectively use and adapt what is known in new situations and diverse contexts

A student applies his

knowledge of statistics to

accurately project next

year’s costs and needs

for his school supplies

perspective

Perspective

Have perspective: see and hear points of view through critical eyes and ears; see the picture

When students truly understand an idea, they

A 12 year old girl

recognizes in TV

advertising the fallacy

of using popular figures

to promote beauty

products

empathy

Empathy

Can empathize: find value in what others might find odd, alien or implausible, get inside another person’s feelings and world view

When students truly understand an idea, they…

Imagine you are Juliet in the story of “Romeo and Juliet”. Write your thoughts and feelings why you have to take the desperate action.

Self-knowledge

Self-knowledge

Have self-knowledge: perceive the personal style, prejudices and habits of mind that both shape and impede our own understanding; we are aware of what we do not understand and why understanding is so hard.

When students truly understand an idea, they

Mindful of the fact that many students are visual learners, a high school teacher deliberately includes more visual organizers in his teaching

When students truly understand an idea, they

Can apply: effectively use and adapt what is known in new situations and diverse contexts

Have perspective: see and hear points of view through critical eyes and ears; see the picture

When students truly understand an idea, they Can empathize: find value in what others might find

odd, alien or implausible, get inside another person’s feelings and world view

Have self-knowledge: perceive the personal style, prejudices and habits of mind that both shape and impede our own understanding; we are aware of what we do not understand and why understanding is so hard.

Ways that students can reveal their understanding

Facet Ways

Explanation Explain/teach; Give examples of; Make connections with; Describe how; Prove/verify

Interpretation

Interpret; Make sense of; Provide an apt analogy for; Show the importance or meaning of

Application

In a new situation, apply; Show or demonstrate; Use in context of; Design/invent

Ways that students can reveal their understanding

Facet Ways

Perspective Analyze; See from the point of view of; Compare and contrast; Critique; Show how it fits into the historical context

Empathy Walk in the shoes of; Experience directly and see; Reach a common understanding concerning; Consider the seemingly odd view

Self-Knowledge Recognize the prejudice about; Identify the lens through which you view; See how habits influence approach; Explain how they came to understand

Questioning for Understanding

What might happen if _____________________________________?

What are common misconceptions about _____________________?

How is this come about? Why is this so?

What is the key idea in ____________________________________?

What are the examples of __________________________________?

What are the characteristics and parts of ______________________?

What caused _________? What are the effects of _______________?

How might we prove, confirm, justify _________________________?

How is ___________, connected to __________________________?

What is the meaning of ___________________________________?

What are the implications of _______________________________?

What does ______________reveal about _____________________?

How is ______________like _____________(analogy or metaphor)?

How does _______________________________ relate to me or us?

So what? Why does it matter?

How is _________________________ applied in the larger world?

How might ___________________ help us to _________________?

How could we use _______________ to overcome _____________?

How when can we use this (knowledge or process)?

Perspective What are different points of view about ______________________?

How might this look from _______________________’s perspective?

How is ________________ similar t or different from ____________?

What are other possible reactions to _________________________?

What are the strengths and weaknesses of ____________________?

What are the limits of _____________________________________?

What is the evidence for ___________________________________?

Is the evidence reliable? sufficient?

What would it be like to walk in _____________________’s shoes?

How might _______________ feel about _____________________?

How might we reach an understanding about __________________?

What was _____________________ trying to make us feel and see?

How do I know ___________________________________________?

What are the limits of my knowledge about ___________________?

What are my “blind spots” about ____________________________?

How can I best show ______________________________________?

How are my views about ___________ shaped by ______________

(experiences, habits prejudices, style)?

What are my strengths and weaknesses in ____________________?

Samples by Subject

Performance Task Ideas Based on the Six Facets of Understanding

Explain Interpret Apply Perspective

Empathy Self-Knowledg

e

“Who are your

true friends?

Who are your

fair-weather

friends?”

Interpret

“Spring” in

Frog and Toad

are Friends.

What does

this episode

reveal about

friendship.

Place an order

for a “true

friend” from an

imaginary

mail-order

friendship

store.

How do others

view me as a

friend?

Write an

essay or

journal entry

on why some

kids always

get picked

on and what

it feels like to

be those

kids.

Respond to

writing

prompts: “Do I

know who my

true friends

are?”

Self-Knowledge

Respond to writing prompts: “Do I know who my

true friends are?”

Empathy

Write an essay or journal entry on why some

kids always get picked on and what it feels like to

be those kids.

Perspective

How do others view me as a friend?

Apply

Place an order for a “true friend” from an

imaginary mail-order friendship store.

Interpret

Interpret “Spring” in Frog and Toad are

Friends. What does this episode reveal

about friendship.

Explain

“Who are your true friends? Who are

your fair-weather friends?”

Arroyo to fight RH bill, says Pampanga bishop

MANILA, Philippines—The Catholic Church has found an ally in former president Gloria Macapagal-Arroyo in its fight to stop the distribution of artificial contraceptives to poor Filipinos.

Pampanga Archbishop Paciano Aniceto said Arroyo and the province's three other congressmen have expressed to him their opposition to the reproductive health bill.

Aniceto said Arroyo has also co-authored House Bill 13 to "protect the life of the unborn."

"She's the co-author of House Bill 13 which is against the RH bill. The former president listened to the Church and she followed the teaching of the Church and I do believe that she will continue the same stand and the same advocacy," he said.

But Aniceto said that the Church was finding it harder now to convince Congress to scrap the RH bill after successfully lobbying against it in the last Congress.

He said that besides the "money being given by the pharmaceuticals," the apparent decision of the Liberal Party in Congress to support the RH bill was proving to be harder to crack.

"It's harder.... Of course, this is political and who holds the funding of the government, you will ally yourselves to them. Otherwise, you will not have appropriations for your projects," Aniceto said.

But he said the bishops were now talking to their congressmen to try to win them over to the Church's side.

"Most of these are Catholics, so we will engage them in a dialogue. If every bishop will talk to his congressman and senator, we will be successful like in the last Congress. But this (time it) is harder," Aniceto said.

EXERCISE…..PRACTICE…. Formulate questions using the six facets of

understanding.

Present to the group the sample output.

TASK PERFORMANCE

OUTPUT PRODUCT

a. What is the role of assessment in the attainment of Essential Understanding?

b. What products and performances are for?

c. How are products and performances may be differentiated?

G - Goal

R - Role

A - Audience

S - Situation

P - Product/Performance

S - Standard

Example: Tour

The Department of Tourism has tasked your help in planning a four-day tour for a group of foreign visitors. Plan the tour to help the visitors understand your region’s history, amazing sceneries, and culture.

You should prepare a map and a written itinerary, including an explanation of why each site included in the tour.

Goal:

Your goal is to help a group of foreign visitors understand the historic, sceneries, and culture of your region.

Role:

You are a tour guide.

Audience:

The audience is a group of foreign visitors.

Situation:

You have been asked to prepare a written itinerary for a four-day tour of your region. Plan your tour so that the visitors are shown sites that best illustrate the key features of the region.

Product/Performance:

You need to prepare a written tour itinerary and a budget for the trip. You should include an explanation of why each site was selected and how it will help the visitors understand the historic, sceneries, and culture your region. Include a map tracing the route for the tour.

Standards and Criteria for Success:

Your proposed tour plan (including itinerary and route map) needs to include

- The historic, sceneries, and culture of the region.

- A clear rationale for the selected sites.

- Accurate and complete budget figures.

G R A S P S is an acronym to help designers construct authentic scenarios:

Goal: the goal or challenge statement in the scenario

Role: the role the student plays in the scenario

Audience: the audience/client will address the student

Situation: the particular setting/context and its constraints and opportunities

Performance/Product: the specific performance or product expected

Standards: the standards/criteria by which the work will be judged

GOAL:What is the GOAL in the scenario?

What is the task – overall?

Examples:

- develop a presentation

- create a product

- illustrate a process

- perform a complex act

ROLE:

What is the ROLE you are to take?

Examples:

- expert

- instructor

- student

- apprentice

- worker

- member of the public

AUDIENCE:

Who is your AUDIENCE?

Who will evaluate your performance or product? Examples:

- instructor

- self

- peers

- experts

- public

SITUATION: What is your SITUATION?

What is the context in which you will perform or produce?

What is the need; the place; the requirement?

Where is it to happen?

What are the environmental conditions?

PERFORMANCE/PRODUCT:

What is the PERFORMANCE CHALLENGE?

What are you to do or create that will be judged as evidence of successful completion of the intended outcome?

Examples:

- a class presentation

- a model

- a poster

- a term paper

- a lab demonstration

- troubleshooting & repair

actor

advertiser

artist/illustrator

author

biographer

business person

celebrity

chairperson

coach

dancer

detective

engineer

embassy staff

filmmaker

firefighter

friend

Possible Student Roles and Audiences

• historian• government official• interviewer• inventor• judge• lawyer• museum director/curator• newscaster• observer• parent• photographer• poet• pilot• police officer• radio listener• reader

• school official• scientist• storyteller• student• taxi driver• teacher• tour guide• trainer• travel agent • traveler• tutor• t.v. viewer• t.v. or movie character• visitor• web site designer• zookeeper

Possible Products and Performances

Written Oral Visual

• advertisement• biography• book report or review• brochure• editorial• essay• historical fiction• letter• log• magazine article• memo• newscast• play• poem• script• story

• audiotape• conversation• debate• dramatic reading• dramatization• interview• oral report• poetry reading• puppet show• radio script• rap• skit• song• speech• teach a

• banner• cartoon• collage• drawing• filmstrip• flyer• game• map• model• painting• photograph• poster• Power Point Show• scrapbook• storyboard• videotape

GOAL

Describe the Philippines’ beautiful spots and Filipino culture and traditions, making use of concrete examples, descriptive words, and figurative language.

ROLE

You are a tourist guide to accompany a group of Thai students who are having an educational tour in our country. Make sure to internalize the role and deliver what is expected.

AUDIENCE

Thai students

SITUATION

On the tourist bus, before realizing the itinerary, you must give a lecture to the students on the places to be visited and the distinct and salient culture and tradition of the places/spots cited.

product

Travel brochure of the different scenic spots

standard Accurate information of the scenic spots

Neat and colorful

Correct spelling

Clarity and comprehensive discussion

Correct use of descriptive words and figurative language

Activity With a group of 4, create a G R A S P S

- using this content standard:Describe persons, place, objects and events

through the use of phrase modifiers.- follow the format

* Genre

* Transfer Goal* Performance Task

G R A S P S:- Goal- Role- Audience- Situation- Product/Performance- Standard

Select a reporter and share the output to the big group

Prepared by:

BETH G. LABRADOR

SST-1

Jimlalud National High School