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Module G Determining Evidence of Understanding and Developing Assessment…
Module G
Determining Evidence of Understanding and Developing Assessment Tasks
Six Facets of Understanding
explain
interpret
apply and adjust
perspective
empathy
self-knowledge
Self-Assessment--Review Criteria for Module G
Do the assessments of understanding
Require autonomous transfer to new situations?
Reflect one or more of the six facets of understanding?
Revise your unit design as needed.
Misconception Alert
The six facets are listed in a hierarchy, like Bloom's Taxonomy. Not so. The six facets of understanding were conceived as six equal and hopefully suggestive indicators of understanding and thus are used to develop or select assessment tasks and prompts. They were never intended to be a hierarchy.
We must use all six facets when assessing understanding. No. Designers should select the appropriate facet or facets depending on the nature of the content and the desired understandings about it.
Evidence of Understanding
If those are the desired results, what follows for assessment?
What are the desired results?
Applying the Two-Question Validity Test
Directions: Test your unit assessments using the following question prompts.
Stage 1 Desired Results:
How likely is it that a student could do well on the assessment by
Making clever guesses, parroting back, or "plugging in" what was learned, perhaps with accurate recall but limited or no understanding?
Making a good-faith effort, with lots of hard work and enthusiasm, but with limited understanding?
Producing a lovely product or an engaging and articulate performance, but with limited understanding?
pick one
Somewhat likely
Very unlikely
Very likely
Stage 2 Evidence:
How likely is it that a student could do poorly on the assessment by
Failing to meet the requirements of this particular task while nonetheless revealing a good understanding of the ideas?
Not being skilled at certain aspects of the task, but those skills are not central to the goal or involve outside learning or natural talent (e.g., require acting or computer ability unrelated to Stage 1 goals)?
pick one
Somewhat likely
Very unlikely
Very likely
Assessments of Transfer
A valid assessment of transfer ability requires two elements not found in mere recall: a novel look and feel to the task, and a context that requires students to tailor prior learning to a concrete situation. Finally, students must be able to make these judgments and applications independently
Using the Six Facets
Textbook Assessments
Further Information on the Ideas and Issues in This Module
Six-Facet Question Starters Explanation
What is the key idea in?
What are examples of?
What are the characteristics/parts of?
How did this come about? Why is this so?
What caused? What are the effects of?
How might we prove/confirm/justify?
How is___ connected to?
What might happen if?
What are common misconceptions about?
Interpretation
What is the meaning of?
What are the implications of?
What does___ reveal about?
How is
like
(analogy/metaphor)?
How does___ relate to me/us?
So what? Why does it matter?
Application
How and when can we use this ___ (knowledge/process)?
How is ___ applied in the larger world?
How might___ help us to?
How could we use___ to overcome?
Perspective
What are different points of view about?
How might this look from___'s perspective?
How is___ similar to/different from?
What are other possible reactions to?
What are the strengths and weaknesses of?
What are the limits of?
What is the evidence for?
Is the evidence reliable? Sufficient?
Empathy
What would it be like to walk in___ 's shoes?
How might___ feel about?
How might we reach an understanding about?
What was___ trying to make us feel/see?
Self-Knowledge
How do I know?
What are the limits of my knowledge about?
What are my "blind spots" about?
How can I best show?
How are my views about
shaped by
(experiences, habits, prejudices, style)?
What are my strengths and weaknesses in?
Assessing for Transfer Means Assessing for Autonomy
If transfer is the goal, then learners must be expected to (eventually) be able to use knowledge, skill, and understanding on their own.