DI/UbD #5

Abstract: Chapter five focuses on considering what acceptable evidence of mastery is and what is not. To determine this the chapter looks at three types of assessment. The first type focuses on looking at the big picture and to view learning as a process because using one snapshot cannot truly capture the amount of knowledge gained. Teachers need to allow their students to demonstrate their knowledge in a number of ways with demonstrations, presentations, portfolios and journals. Not only do teachers need to stay away from using snapshots to assess students they need to make the assessment as close as possible to the standards and goals. To determine what an appropriate assessment would be is to use the GRASP acronym. Along with these things teachers need to provide feedback so that students can modify and grow from what the teacher said about their work.

Reflection: GRASP enables teachers to use real world situations which provides a connection and direction for students. It also answers the question of “Why do I need to learn this?”. It is interesting that teachers still want to do the “fun” activities in class even though they are not tied to any standards or goals. By using GRASP teachers are still able to make the “fun” assessments that are targeting goals and creating an authentic assessment at the same time. Feedback is also an area of teaching that is overlooked. Students need to have feedback on what they have done knowing what was satisfactory or unsatisfactory and most importantly why. Without feedback students don’t know why they are doing well or if they are how could they transfer this to other areas.