UbD Stage #2

Learning Objectives

The student will:

Identify the different components of the Stage #2 section
Compare the differences between Performance Tasks and Other Evidence

UbD Stage #2 Overview

After developing the big idea in Stage #1, educators must now determine the evidence used to assess student performance. This evidence and criteria will be used by students to demonstrate their understanding of the unit. (Wiggins & McTighe, 2011). The evidence and criterion in this section must be derived from the Stage #1 goals, however the creation of this evidence can be surprisingly difficult. The educational community is scrutinized with measurable assessments in order to "prove" it's worth. Thus the majority of textbook assessments rely on rote memorization in order to quickly provide numerical, measurable assessments of student learning. Many educational institutions are forced to "teach to the test" in order to survive, at the sacrifice of true student learning and understanding.

Stage #2 in Understanding by Design focuses primarily on evidence and criterion that measure student understanding of the content (Wiggins & McTighe, 2011). Generating and implementing this level of evidence is more difficult for both teachers and students, however as learned in the previous workshop, effective learning requires effort.

UbD Stage #2 Template Overview

The purpose for Stage #2 in the Understanding by Design template is to create the evidence and criterion that will be used to assess student performance of the goals specified in Stage #1. This evidence must be valid and must accurately meet the requirements of the Knowledge, Meaning, and Understanding goals that were outlined for the unit (Wiggins & McTighe, 2011).

The first section in Stage #2 is to determine the evidence for the Performance Tasks. This evidence is for the assessments that require critical learning and application. What should the students be able to perform after the specified unit is completed? This is part of the Enduring Understandings category, and contains the most complex assessments (Wiggins & McTighe, 2011). The codes listed for the task must fulfill the Meaning and Transfer goals from Stage #1, and the criterion for this section must emphasize the quality of the performance in order to measure the mastery of the content.

The next section in Stage #2 is to determine Other Evidence. It is impossible for every assessment to be complex, not only would that be too difficult for the students and teachers, but also isn't necessary. Some content simply needs to be basic knowledge level information to be used for the higher level critical thinking. Assessments for that level of information can be simple quizzes, homework, and journals. The codes for this evident must fulfill the Meaning, Knowledge, and Transfer goals from Stage #1. The criterion for this section can focus more on the content of the information (Wiggins & McTighe, 2011).

Section 3 of Stage #2 can be the most challenging for teachers, since creating a rubric can be a daunting task. We mentioned earlier that many assessments are used primarily to gather numerical data for student grades and basic performance. These assessments are often quantitative and holistic, measuring little of the actual performance ability of students. Creating an analytic rubric to measure qualitative performance mastery is difficult and time consuming (Wiggins & McTighe, 2012). This rubric is strictly for the Performance task stated above. The Criterion column lists the same Evaluative Criteria as well. For each criteria, describe the level of performance required to meet the expected level of mastery. These descriptions must be performance based, and measure the meaning-making and transfer skills of the students (Wiggins & McTighe, 2012).

UbD Stage #2 Template Form

ubd_stage1-2-3-only.docx

UbD Stage #2 Template Video

UbD Stage #2 Assessment Quiz

References

Wiggins, G., & McTighe, J. (2011). The understanding by design guide to creating high-quality units. Alexandria: ASCD.

Wiggins, G., & McTighe, J. (2012). The understanding by design guide to advanced concepts in creating and reviewing units. Alexandria: ASCD.

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