UBD Stage #2:
Determine acceptable evidence
SMART GOALS:
1. At the end of this lesson, the learner will be able to identify the purpose of Stage
#2 of UbD template.
2. At the end of this lesson, the learner will be able to identify or match the 6 Facets of
Understanding used in Stage #2 of UbD template.
3. At the end of this lesson, the learner will be able to describe the components of
Stage #2 of UbD template.
1. At the end of this lesson, the learner will be able to identify the purpose of Stage
#2 of UbD template.
2. At the end of this lesson, the learner will be able to identify or match the 6 Facets of
Understanding used in Stage #2 of UbD template.
3. At the end of this lesson, the learner will be able to describe the components of
Stage #2 of UbD template.
Ubd Stage #2 Overview
The main focus for Stage #2 is making sure that what is assessed and how it is assessed logically flows from the goals established in Stage #1. It is critical to have valid evidence to demonstrate learning, therefore appropriate assessments are needed to gather this information.
Assessing for understanding requires students to be able to insightfully explain or interpret their learning (Wiggins & McTighe, 2011). They must justify, provide support or show their work with explanation for the final product.
Assessing for understanding also requires evidence of the student ability to apply their learning to a new or unique situation (Wiggins & McTighe, 2011). This includes being able to do the subject as opposed to just answering questions – transferring knowledge.
Assessing for understanding requires students to be able to insightfully explain or interpret their learning (Wiggins & McTighe, 2011). They must justify, provide support or show their work with explanation for the final product.
Assessing for understanding also requires evidence of the student ability to apply their learning to a new or unique situation (Wiggins & McTighe, 2011). This includes being able to do the subject as opposed to just answering questions – transferring knowledge.
The second stage of UbD template has three sections: Performance Tasks, Other Evidence, and Grading Rubric. The first section, Performance Tasks, is divided into three parts. The first is the part is the Desired Results Code. These are the goals from stage #1 that relate to this task. They should be coded to align with the goals in Stage #1. The next part is the performance task component. These tasks will be completed by students to demonstrate their understanding. The final part is the evaluative criteria. These criteria will include the qualities that are most important to measure the understanding of student learning (Wiggins & McTighe, 2011).
A performance task is a complex scenario that provides students an opportunity to show what they know and are able to do. The task should require students to use knowledge and skills they have learned in an authentic, real-life situation. Performance Tasks in stage 2 utilize 6 Facets of Understanding (Wiggins & McTighe, 2011). These Facets provide a valuable framework for building assessments that better measure learning.
Explain: the student generalizes, makes connections, has sound theory and can put into their own words;
Interpret: the student offers a plausible and supported account of the information;
Apply: the student can transfer, adapt, adjust and address novel issues and problems;
Perspective: the student can see from different points of view and apply this to a situation;
Empathy: the student can walk in shoes of people or characters;
Self-Understanding: the student can self-assess, see the limits of their understanding, and reflect metacognitively.
Explain: the student generalizes, makes connections, has sound theory and can put into their own words;
Interpret: the student offers a plausible and supported account of the information;
Apply: the student can transfer, adapt, adjust and address novel issues and problems;
Perspective: the student can see from different points of view and apply this to a situation;
Empathy: the student can walk in shoes of people or characters;
Self-Understanding: the student can self-assess, see the limits of their understanding, and reflect metacognitively.
Reminders: All facets do not have to be used in every performance task (Wiggins & McTighe, 2011). One or two for each performance task are necessary (Wiggins & McTighe, 2011). These facets are not hierarchical and are not intended for daily lessons, only use them in “big” performance types of measures.
The second section of the template is Other Evidence. Other Evidence can best be described as the different methods for assessment typically used to gather quick and easy data about student learning. These might include tests or quizzes. This type of assessment is not geared for authentic learning situations, rather the acquisition of basic knowledge. These other evidence pieces should also be aligned to the goals from Stage #1 and coded accordingly. The evaluative criteria are the measures to demonstrate student learning, however in this section they will be less strenuous in nature. Examples might include proficient or a given score point.
The second section of the template is Other Evidence. Other Evidence can best be described as the different methods for assessment typically used to gather quick and easy data about student learning. These might include tests or quizzes. This type of assessment is not geared for authentic learning situations, rather the acquisition of basic knowledge. These other evidence pieces should also be aligned to the goals from Stage #1 and coded accordingly. The evaluative criteria are the measures to demonstrate student learning, however in this section they will be less strenuous in nature. Examples might include proficient or a given score point.
The final section of the Stage #2 template is the Grading Rubric. A rubric is a criteria based scoring tool used to evaluate identified criteria along a continuum of performance levels (Wiggins & McTighe, 2011). A holistic rubric is one that produces a single score, which represents the compilation of all of the valued criteria identified in the rubric. An analytic rubric is one that has a score for each criteria based on the identified performance levels in the rubric. These performance levels will have different descriptors showing the expectations for that particular position on the continuum.
UBD Stage #2:
YouTube Resource Videos
This resource video gives a brief overview of each section of UbD Stage 2 and the template being used in this workshop.
This resource reviews the key components of Stage #2 in the UbD design method. This includes some basic points to consider as you begin planning in Stage 2.
Check Your Understanding:
UBD Stage # Assessment
Please complete the following assessment to demonstrate your understanding of Stage #2 of UbD.
REFERENCES:
Poston, L., (2016, November). UbD-Stage 2, [Video file]. Retrieved from https://www.youtube.com/watch?v=kuXwoxDpj0Y
Wiggins, G., & McTighe, J. (2012). The understanding by design guide to advanced concepts in creating and reviewing units. Alexandria, VA: ASCD.
Wiggins, G., & McTighe, J. (2011). The understanding by design guide to creating high-quality units. Alexandria, VA: ASCD.
Poston, L., (2016, November). UbD-Stage 2, [Video file]. Retrieved from https://www.youtube.com/watch?v=kuXwoxDpj0Y
Wiggins, G., & McTighe, J. (2012). The understanding by design guide to advanced concepts in creating and reviewing units. Alexandria, VA: ASCD.
Wiggins, G., & McTighe, J. (2011). The understanding by design guide to creating high-quality units. Alexandria, VA: ASCD.