Unit+I+Assignments

On this page you will find the assignments for this section. Be sure to scroll to the bottom of the page to see all of the assignments. Essential Questions "frame the learning, engage the learner, link to more specific or more general questions, and guide the exploration and uncovering of important ideas" (Wiggins and McTighe, 2005). In this course, each section's assignment begins with one or more Essential Questions to help focus your learning. You are encouraged to return to the questions at the end of the section and write a brief response in your Learning Journal. Your responses do not need to be submitted. What is backward design and how is it related to assessment?
 * = Section 1: Understanding by Design = ||

Your Current Assessment Practices and Processes
Understanding your current assessment processes and practices will help you determine your strengths and areas for growth. Complete the two self-assessments. The first asks about the types of assessments you typically use in your classroom; and the second prompts you to think about the process in which you engage for designing lessons and assessment. Click here for “Sources of Assessment Evidence: Self-Assessment” Click here for “Self-Assessment: Design Process”

**Note:** You do not need to submit the self-assessment worksheets.

**Using the Assignment Organizer*, submit the following**: Once you have completed the self-assessments, write two paragraphs analyzing your current assessment processes and practices. Think about what you would like to learn about assessment in this course. Write one additional paragraph describing your personal learning goals related to the effective use of assessment. Refer to Your Current Assessment Practices and Processes rubric for specific expectations. ***Important Note:** If you have not already downloaded and saved the Assignment Organizer to your computer, please do so now. Go to the **Getting Started** page and below the **Course Information** heading, you willl find a link to the course Assignment Organizer. You will use this Assignment Organizer throughout the course.



Establishing Priorities
**Note:** Before beginning this assignment, review the Course Project Description in the “About This Course” link. The Wiggins and McTighe book excerpt, “What Is Backward Design?” presented an overview of the backward design process. Proponents of backward design assert that rather than beginning with lessons and then creating assessments, teachers should start by identifying the desired results and then analyzing what is necessary to teach so that students achieve those results. For this assignment, look at the interdisciplinary unit you selected for your Course Project. Consider the desired results of the unit. What should students know, understand, and be able to do? You likely have already determined which content standards are addressed in the unit. (If not, you should do so at this time.) With so much content to cover, it is reasonable to expect you will need to prioritize the most important ideas and processes for the unit. Reflect on your unit and identify the “enduring” understandings, the important things to know and do, and the content or concepts you want your students to simply be familiar with. Complete the “Curricular Priorities” worksheet to guide your thinking. <span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif;">Click here for the “Curricular Priorities” worksheet.

<span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif;">Next, to help you refine your priorities about what students should know and be able to do upon completion of the unit, reflect on the unit plan in relation to the four filters described in the Wiggins and McTighe book excerpt. Complete the “Four Filters” worksheet to articulate your thoughts.

<span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif;">(Note that the process of identifying what is worth understanding is not a linear one; the filters may refine or define your curricular priorities. You may use the worksheets simultaneously or sequentially, or even revisit one after you have completed the other. The important point is to distill the key knowledge you want students to gain from the unit.) <span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif;">Click here for the “Four Filters” worksheet. <span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif;">Think about the following questions in relation to the work you did in this section. You do not need to submit a response to these questions. <span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif;">**Using your Assignment Organizer****, submit** the “Four Filters” worksheet and the “Curricular Priorities” worksheet.
 * <span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif;">What insights did you gain from establishing priorities for the unit?
 * <span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif;">How might you change your unit plan as a result of applying the four filters?
 * <span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif;">How might your learning from this exercise influence the assessments and lessons you plan in the future?


 * //When you have completed all assignments for Section 1, you may proceed to the Quiz for Section 1.// ||