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The Role of Assessment in

Understanding By Design(UBD)

MARILYN UBIA-BALAGTAS,PH.D.
FACULTY, PHILIPPINE NORMAL UNIVERSITY

What is assessment doing in UBD?

WHAT IS ASSESSMENT?
WHAT IS UBD?
WHAT IS THE ROLE OF ASSESSMENT IN UBD?

ASSESSMENT AS A DOMAIN
IN NCBTS.
DOMAINS OF THE NATIONAL COMPETENCY-BASED
TEACHER STANDARDS
1.SOCIAL REGARD LEARNING
2.LEARNING ENVIRONMENT
3.DIVERSITY OF LEARNERS
4.CURRICULUM
5.PLANNING, ASSESSING, AND REPORTING
6.COMMUNITY LINKAGES
7.PERSONAL GROWTH AND PROFESSIONAL DEVT

ASSESSMENT AS A DOMAIN
IN NCBTS.
The domain focuses on:
1.Use of assessment data to plan and revise-reaching-learning
plans.
DOMAINS
OF THE NATIONAL COMPETENCY-BASED
2.Integration of assessment procedures in the plan and
TEACHER STANDARDS
implementation of reaching-learning activities.
1.SOCIAL REGARD LEARNING
3.Reporting on learners actual achievement and behaviour.
2.LEARNING ENVIRONMENT
3.DIVERSITY OF LEARNERS
4.CURRICULUM
5.PLANNING, ASSESSING, AND REPORTING
6.COMMUNITY LINKAGES
7.PERSONAL GROWTH AND PROFESSIONAL DEVT

What is assessment?
Assessment- the process of
gathering quantitative and/or
qualitative data and organizing
them into an interpretable form

Assessment in not synonymous with evaluation

Evaluation is the process of


interpreting or judging the
worth of information as basis in
making decisions.

What is UBD?
It means Understanding by Design.
It was first conceptualized by Grant

Wiggins and Jay Mc Tighe in their book


Understanding by Design Professional
Development Workbook, 2004

What is UBD?
It is a guide in designing a curriculum,

assessment, and instruction that aims


for student understanding.

It is not an educational philosophy but

a guide in understanding different


educational philosophies that are
geared towards student understanding.

What is UBD?
It is a 3-stage approach that follows a
backward design to curriculum or
instructional planning.
Stage 1: Identifying desired results
Stage 2: Determining acceptable evidence
Stage 3: Plan learning experiences and
instruction

What makes UBD different from Traditional


Instructor Design?
Stage 1

Traditional
Design

UBD

Set Desired
Learning
Outcomes

Set Desired
Learning
Outcomes

Stage 2

Stage 3

Plan
Learning
Activities

Assessment

Assessment

Plan
Learning
Activities

What are the facets of understanding that need to


be assessed in UBD?
Perspective: critical & insightful points of view
Empathy: the ability to get inside another
persons feelings and word view.
Self-Knowledge: the wisdom to know ones
ignorance and how ones patterns of thought
and action inform as well as prejudice
understanding

Facet one:
EXPLANATION
What should the student do when assessed?

Reveals understanding though performances and


products that clearly, thoroughly, and instructively
explain how things work, what they imply, where
they connect, and why they happen
Explains by providing thorough, supported, and
acceptable theories of occurrence, data, and dates.

What makes UBD different from Traditional


Instructor Design
Using UBD Planning

Declared
Learning
Outcomes

ASSESSMENT

Using Traditional Design For


Implementation of the Plan

Learning
Activities

What are the facets of


understanding Instructional that
need to be assessed in UDB?
Explanation: sophisticated and apt explanations
and theories which provide justifiable accounts of
events, actions, and ideas.
Interpretation: Interpretation, narratives, and
translation that provide meaning.
Application: ability to use knowledge effectively in
new situations and diverse contexts

Facet One
EXPLANATION
What should the student do when assessed
Makes sence of puzzling phenomena, facts
feeling, or ideas.
Sees something in its relations to other things.
Justifies, supports substantiates, and defends
ideas with reasons and evidence student shows
his/her work

Facet Two
INTERPRETATION
What should the student do when assessed?
Personalizes through images, anecdotes,
analogies, and models
Brings comprehension to concepts by
constructing or quoting stories,
description, myths, legends, parables,
analogies, etc., and critically reviewing
them

Facet Two
INTERPRETATION

What should the student do when


assessed?
Interprets by telling meaningful stories
Offers appropriate interpretations
Provides an enlightening historical or
personal dimension ideas and events.

Facet three
APPLICATION

What should the student do when assessed?


Applies and effectively uses and adopts what
he know in new situations and diverse
contexts with defined audiences, purposes,
and situations.
Has a sufficient group of concepts, principles,
or skills so that he can bring them to bear on
new problem and situations, deciding in
which ways their present competencies can
suffice and in which ways they may require
new skill or knowledge.

Facet 4
PERSPECTIVE
What should the student do when assessed?
Sees and hearts point of view through critical eyes
and ears: sees the big picturecritical and insightful
points of view.
Knows he is not done with a project or lesson
simply because he worked hard, followed direction,
and turned in a place of work from a single point of
viewhis/her own.
Grasps the point of view behind teacher and
textbook pronouncements.

Facet 4
PERSPECTIVE
What should the student do when assessed?
Understands how ideas look from different vantage
points.
Takes multiple points of view.
Ability to shift viewpoint and takes into account

diverse, yet credible perspectives

Facet 4
PERSPECTIVE
What should the student do when assessed?
Sees and hearts point of view through critical eyes
and ears: sees the big picturecritical and insightful
points of view.
Knows he is not done with a project or lesson
simply because he worked hard, followed direction,
and turned in a place of work from a single point of
viewhis/her own.
Grasps the point of view behind teacher and
textbook pronouncements.

Facet 4
PERSPECTIVE
What should the student do when assessed?
Understands how ideas look from different
vantage points.

Takes multiple points of view.


Ability to shift viewpoint and takes into
account diverse, yet credible perspectives

Facet 5
EMPATHY

What should the student do when assessed?


Finds and communicates what is plausible,
sensible, or meaningful in the ideas and
actions of others.
Gets inside the skin of a person, a literary
character, historical figure, noted thinker,
and experience or a work of art to discover
purposes, motives, and feelings.

Facet 5
EMPATHY

What should the student do when assessed?


Finds and communicates what is plausible,
sensible, or meaningful in the ideas and
actions of others.
Gets inside the skin of a person, a literary
character, historical figure, noted thinker,
and experience or a work of art to discover
purposes, motives, and feelings.

Facet 4
PERSPECTIVE
What should the student do when assessed?
Moves beyond the odd, alien, seemingly weird
opinions or people to find what is meaningful in
them.
Distinguishes and feels historical occurrences and
concerns as they were experienced by people of the
time, rather than how they might be experienced in
the present.

What is the role of assessment in UBD?

Assessment for learning

Assessment of learning

Assessment FOR Learning


Formative Assessment
The act of determining the

extent to which the desired


results are on the way to be
achieved.

Assessment FOR Learning


Formative
The results of a assessment are
communicated clearly and
promptly to the students for them
to know their strengths and
weaknesses and the progress of
their learning.

Assessment OF Learning
a summative assessment
The act of determining to what extent

the desired result have been achieved


Its results reveal whether or not

instructions have successfully achieved


the curriculum outcomes.

Assessment FOR Learning


Formative
Teacher use assessment to
know what their students are
bringing into the learning
situation and use this as a
starting pointer for
instruction.

Assessment FOR Learning


Formative
Teachers continuously
monitor the students level
of attainment of the
learning objectives
(Stiggins, 2005)

Assessment OF Learning
a summative assessment
It is used to certify what student know and can

do and the level of their proficiency or


competency.
The information from assessment of learning

is usually expressed as marks or letter grades.

Assessment OF Learning
a summative assessment
The results of which are communicated

to the students, parent and other


stakeholders for decision making.
It is also a powerful factor that could
pave the way for educational reforms.

How do assessors think compared with


activity designers?
When thinking like When thinking like an
an assessor, we ask: activity designer, we
ask:

What would be sufficient of


understanding?

What would be fun and


interesting activities on this
topic?

Given the goals, what


performance tasked must
anchor the until and focus
the instructional work.

What project might students


wish to do on this topic.

How do assessors think compared with


activity designers?
When thinking like When thinking like an
an assessor, we ask: activity designer, we
What are the different
kinds of evidence
required of stage 1
desired results?
Against what criteria
will we appropriately
consider work and
assess levels of quality

ask:
What test should I give
based on the content I
taught?
How will I give students
a grade and justify it to
their parents?

Thank you!