Stage+Two--Introduction,+Six+Facets,+Grasps,+and+Resources


 * Assessment**: a word that strikes terror in the hearts of students...and some educators, too. However, that need not be the case if a lesson is designed correctly. An assessment is merely the means to communicate the level of understanding, not the failure to understand. This section is designed to introduce the concept of "assessment," and the sections that follow discuss performance tasks and rubrics, other evidence, and self-assessment.

But just what does "assessment" mean? According to McTighe and Wiggins in [|Understanding by Design] (UbD), there are a number of ways understanding is shown and a number of instruments for measuring that understanding. Basically, there are six facets that reveal understanding: These six facets should be kept in mind as educators design assessment tools that enable students to use different ways to communicate their understanding. In constructing a performance tast, educators should keep in mind the concept of GRASPS: Providing a student with this information will better enable his or her success in meeting the goal.
 * Explanation--explanations, theories, and justifications that are evidence of knowledge and ideas
 * Interpretation--narratives and other means to communicate understanding or meaning
 * Application--the transfer of knowledge to new situations and contexts
 * Perspective--the ability to assess, question, and apply evidence from various points of view
 * Empathy--making connections with and understanding others' feelings and motivations
 * Self-Knowledge--"the wisdom to know one's ignorance and how one's patterns of thought and action inform, as well as prejudice, understanding" (McTighe and Wiggins, Understanding by Design Professional Development Workbook, 2004, p. 155).
 * ** G **oal
 * ** R **ole
 * ** A **udience
 * ** S **ituation
 * ** P **roduct Performance and Purpose
 * ** S **tandards and Criteria for Success

Some of the terms needed to understand what comes next are
 * **Academic Prompts** || open-ended questions that require critical thinking for response ||
 * **Assessment** || measurement of understanding ||
 * **Constructed Response** || open-ended, short answer responses, often application specific ||
 * **Formative Assessment** || feedback on progress towards the the development of knowledge, understanding, skills, and attitudes rather than assessment for marks or grades ||
 * **Informal Checks** || uncritical assessment of progress on a given task or understanding ||
 * **Observations** || teacher or student visual and/or oral assessement ||
 * **Performance Tasks** || complex, authentic tasks and issues that differ from academic prompts designed to aid transference of knowledge and understanding ||
 * **Rubric** || visual assessment tool ||
 * **Self-Assessment** || reflection and observation by student of own work and progress ||
 * **Summative Assessment** || assessment designed to be used to determine grades or marks ||

For further information regarding Stage Two of Understanding by Design, refer to the following sections: Performance Tasks, Other Evidence and Rubrics, and Self Assessment.

|| General Information[[Stage Two--Introduction, Six Facets, Grasps, and Resources|
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]] || Performance Tasks and Rubrics[[Stage Two--Introduction, Six Facets, Grasps, and Resources|==== ====

]] || Other Evidences[[Stage Two--Introduction, Six Facets, Grasps, and Resources|==== ====

]] || Self Assessments ||======