Assignment Description
In the first stage of your mini-unit development, you identified learning standards and unpacked them, so that the learning targets are very clear. You developed essential questions that guide the development of instruction and the way in which you will assess.
Assessment involves the transfer of knowledge. When you assess students, you ask them to apply what they have learned from your instruction to a real-world situation—a performance or a product that they develop. In this stage, you will consider different ways to assess your students’ mastery of the learning targets that you set in Stage 1.
Assignment Instructions
Use the UbD Template for Stage 2 to craft your work on this assignment.
Review carefully the feedback you received on Stage 1, and make any adjustments you would like before you begin work on Stage 2.
The first step for Stage 2 is to develop a performance task. Think: What can students do to show you that they met the learning targets that you set in Stage 1? A performance task should be either a performance (something active in which students engage in showing their mastery in some way) or a product (something that students create to show their mastery). In the Stage 2 template, describe what the performance task will be.
The second step is to create a rubric to assess student proficiency on the performance task. Your rubric should contain at least three performance levels and should align directly with the essential questions, knowledge, and skills you identified in Stage 1.
The final step is to list other forms of assessment evidence. Think of these as formative assessments. In what small, informal ways can you check for student understanding during the first two days of your mini-unit? You may use any types of informal formative assessments, but you are required to include two things: (a) a pre-assessment and (b) a student self-assessment.
