UBD+Part+2

=Stage 2=
 * Brainstorming Assessment Ideas
 * Rubrics

In Stage 2, the performance tasks and rubrics are identified by providing evidence of student understanding. Student assessments that are used to evaluate student’s understanding are informative assessments, quizzes, tests, observations, prompted writing, and speaking. // The goal in Stage 2 is to obtain valid, reliable, credible, and useful evidence. // Stage 2 uses six facets of understanding: * explanation The performance tasks based on the six facets of understanding are illustrated by the following subjects: ·  Social Studies ·  U.S. History ·  Math ·  Physics ·  French ·  Science ·  English ·  Language Arts Click on the link above for brainstorming A web is used as an illustration for physics to generate student’s understanding. Samples of various design tools are used to illustrate characteristics of performance tasks. Stage 2 also demonstrates how to evaluate the degree of student understanding and effectiveness of performance on a product. Click on the link above for rubrics Frequently asked question:
 * interpretation
 * application
 * perspective
 * empathy
 * self-knowledge
 * 1) What is the relationship between the six Facets of Understanding and Bloom’s Taxonomy?
 * 2) Why do we need to construct assessment tasks using GRASPS?
 * 3) How can we translate rubric scores into letter grades?

Performance Task Ideas Based on the Six Facets of Understanding || Brainstorming Assessment Ideas
 * Samples by Subject ||
 * Topic || Explain || Interpret || Apply || Perspective || Empathy || Self-Knowledge ||
 * Social Studies: Pioneer Life || Write letters home describing what pioneer life is really like vs. what you expected. || Read and interpret real-life journals and stories of pioneers (e.g. Sarah Plain and Tall) to infer from vocabulary and images what life was really like. || Creat a museumexhibit in which photos and facsimile artifacts tell the story of the hardships of pioneer life. || Stage a debate between settlers and Native Americans on the effects of western settlement. || Write a letter to relatives "back east" describing the death of pioneer neighbors. || "Why Leave Home?" Write on how you have felt or would feel if you ahd to leave your home. ||
 * Physics: Electiricity || Develop a troubleshooting guide for an electric circuit system. || Assume the role of an electrical subcontractor: Interpret and analyze the wiring drawings for building a house. || Build a working set of switches for a model railroad layout. || AC or DC? Argue the merits of each type of current for various users. || Create an imaginary diary entry: "A day in the life of an electron." ||  ||
 * Mathematics** || Study a common phenomenon (e.g., weather data). Reveal subtle and easily overlooked patterns in the data. || Do a trend analysis of a finite data set. || Develop a new statistic for evaluating the value of a baseball player in key situations. || Examine the differences when using various measures (e.g., mean, median) for calculating grades. || Read //Flatland// and a set of letters between mathematicians explaining why they fear publishing their findings; write a reflective essay on the difficulty of explaining new ideas, even abstract ones. || Develop a mathematical resume with a brief description of your intellectual strengths and weaknesses. ||
 * Physics: Electiricity || Develop a troubleshooting guide for an electric circuit system. || Assume the role of an electrical subcontractor: Interpret and analyze the wiring drawings for building a house. || Build a working set of switches for a model railroad layout. || AC or DC? Argue the merits of each type of current for various users. || Create an imaginary diary entry: "A day in the life of an electron." ||  ||
 * Mathematics** || Study a common phenomenon (e.g., weather data). Reveal subtle and easily overlooked patterns in the data. || Do a trend analysis of a finite data set. || Develop a new statistic for evaluating the value of a baseball player in key situations. || Examine the differences when using various measures (e.g., mean, median) for calculating grades. || Read //Flatland// and a set of letters between mathematicians explaining why they fear publishing their findings; write a reflective essay on the difficulty of explaining new ideas, even abstract ones. || Develop a mathematical resume with a brief description of your intellectual strengths and weaknesses. ||
 * Mathematics** || Study a common phenomenon (e.g., weather data). Reveal subtle and easily overlooked patterns in the data. || Do a trend analysis of a finite data set. || Develop a new statistic for evaluating the value of a baseball player in key situations. || Examine the differences when using various measures (e.g., mean, median) for calculating grades. || Read //Flatland// and a set of letters between mathematicians explaining why they fear publishing their findings; write a reflective essay on the difficulty of explaining new ideas, even abstract ones. || Develop a mathematical resume with a brief description of your intellectual strengths and weaknesses. ||