Chapter 5 UbD Abstract and Synthesis

In chapter five of Integrating Differentiated Instruction and Understanding by Design, we learn about the different types of effective assessment, how assessments are collective ( like photo albums), instead of individual exams ( which are snapshots). It should be noted that standardized tests are not "one-size-fits-all," are are not necessarily accurate for all types of students, so they should not be used to make high stakes decisions about that student or that classroom. Therefore, in order to assess understanding in a cumulative way, there must be multiple sources of evidence, with goals dictating the nature of these assessments. Additionally, in order to assess how much our students understand, we need to look at our six facets of understanding. When we truly understand, we can: explain, interpret, apply, have perspective, show empathy, and have self-knowledge on the subject. This evidence should also be authentic work (such as a scientific investigation), rather than inauthentic work (such as answering recall questions at the end of a chapter). A concrete way of making sure authentic work is done instead of inauthentic work is by using the GRASPS method. This stands for having a real-worldgoal, a meaningful role for the student, and authentic audience for the student to present to, a situation that requires real world application, a cumulative product that is student generated and the consensus-driven standards for the product for judging success. Lastly, the chapter looked into the different types of assessment. This includes preassessment, peer assessment, self assessment, and assessment by the teacher. It is extremely important for the student's success that the assessment by specific and timely by the teacher.

Synthesis

Many people responding to this chapter made a lot of common remarks. The first thing that most of our class agreed with was that assessments should be a photo album compilation instead of just a single snapshot of student understanding. A student needs to be given multiple chances to prove that they understand the material, and not have everything riding on one single test or quiz. We also need to explain what we are assessing and why we are assessing it. We all praised using different kinds of assessments including peer assessment, self assessment, and creative assessment by us educators. A lot of us seemed to be supportive of the tic tac toe assessment, using project based assessments, and using entrance and exit ticket assessments. We felt like creative assessments worked best for students and would work well with a class that had diverse learning styles. We also felt that matching the type of assessment we gave to the the goals that we think students should know was the most effective approach, as well as incorporating the GRASPS performance assessment model to help formulate assessments. Having assessments like this are easier on the students, because a lot of students have anxiety over formal and standardized tests, which don't always cover the content that needs to be covered. Lastly the class agreed that the feedback on the assessments must be timely, specific, understandable to the student, and must allow room for improvement.