Stage #2 - Determine Acceptable Evidence
Learning Objectives
By the end of this session participants will be able to:
1. Design performance tasks that demonstrate student understanding.
2. Create evaluative criteria regarding performance tasks.
3. Generate evaluative criteria for knowledge and skill expectations.
4. Evaluate the purpose of a grading rubric for both the student and the facilitator.
By the end of this session participants will be able to:
1. Design performance tasks that demonstrate student understanding.
2. Create evaluative criteria regarding performance tasks.
3. Generate evaluative criteria for knowledge and skill expectations.
4. Evaluate the purpose of a grading rubric for both the student and the facilitator.
![white two embbed in red square.](/uploads/3/8/1/8/38182723/7848077.png?143)
Determine Acceptable Evidence
In stage 2 facilitators need to create evidence that assess the desired results of stage 1 (Wiggins & McTighe, 2011).
In stage 2 facilitators need to create evidence that assess the desired results of stage 1 (Wiggins & McTighe, 2011).
![female student on chair with arms inside sweatshirt being interviewed by a male student sitting on the floor](/uploads/3/8/1/8/38182723/3363244.jpg?291)
Performance Task(s)
Instructors should create a performance task that allows students to demonstrate their understanding and transfer skills. Wiggins and McTighe (2011) use the acronym GRASPS as a format for creating this performance task.
G = Goal
R = Role
A = Audience
S = Situation
P = Product, performance, purpose
S = Standards and Competencies
(Wiggins & McTighe, 2011).
Instructors should create a performance task that allows students to demonstrate their understanding and transfer skills. Wiggins and McTighe (2011) use the acronym GRASPS as a format for creating this performance task.
G = Goal
R = Role
A = Audience
S = Situation
P = Product, performance, purpose
S = Standards and Competencies
(Wiggins & McTighe, 2011).
![true or false choices with red question mark](/uploads/3/8/1/8/38182723/9326879.jpg?207)
Skill and Knowledge Assessments
Wiggins and McTighe (2011) also acknowledge the need for assessments with quick and ready responses and easy to correct and record. Examples of this would be vocabulary quizzes or true/false tests.
Wiggins and McTighe (2011) also acknowledge the need for assessments with quick and ready responses and easy to correct and record. Examples of this would be vocabulary quizzes or true/false tests.
![white plastic person putting red puzzle piece and white puzzle](/uploads/3/8/1/8/38182723/3960236.jpg?276)
Rubric
Creating an analytic rubric which clearly states the expectations of the assessments is essential for students to be successful
Wiggins and McTighe (2011) suggest four types of evaluative criteria for your rubric:
1) Impact
2) Content
3) Quality
4) Process
Creating an analytic rubric which clearly states the expectations of the assessments is essential for students to be successful
Wiggins and McTighe (2011) suggest four types of evaluative criteria for your rubric:
1) Impact
2) Content
3) Quality
4) Process
![post it note with the word assignment written in red.](/uploads/3/8/1/8/38182723/_9618112.jpg)
Assignment
Time to Assess
Looking at the "Big Idea" you created in stage #1 generate 3-5 performance task ideas that will have valid evaluative criteria for your unit.
Time to Assess
Looking at the "Big Idea" you created in stage #1 generate 3-5 performance task ideas that will have valid evaluative criteria for your unit.
Resources:
Wiggins, G., & McTighe, J. (2011). The understanding by design guide to creating high-quality units. Alexandria, Va.: ASCD.
Wiggins, G., & McTighe, J. (2011). 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.
Wiggins, G., & McTighe, J. (2011). The understanding by design guide to advanced concepts in creating and reviewing units. Alexandria, Va.: ASCD.