Thinking like an Assessor

The idea of thinking like an assessor influenced me to think about the tasks I give and the questions one must ask to be sure the task is authentic. The first question asks to think of the kinds of evidence needed. The second question asks to think of the characteristics in student responses, or performances that should be examined. The third question asks whether or not the evidence demonstrates a student’s knowledge, skill, or understanding. I also began to think of my previous learning experiences and how it differs from today. I remember teachers expecting us to study information and repeat it. At times I remember studying information that I didn’t even understand but I memorized the words and that was enough to prove that I understood. Thinking like an assessor as in UBD encourages the idea of hands on and minds on tasks that support goals and criteria that are necessary to demonstrate deep understandings. The key is learning for application. If the knowledge given can’t be applied, then what’s the point? There should be a reason beyond grades. Performance tasks present students with a problem to challenge their skill and understanding. The analysis of the understanding of this final product is determined by using appropriate standards and evaluative criteria which should be discussed previously with students. In order to create performance tasks and determine if they are meeting your goals, the GRASPS task design can be helpful. When reading about performance tasks and GRASPS task design, I was tempted to try to incorporate and apply this concept to a core project that I give students in physical education. At the completion of their gymnastics unit, the fourth and fifth grades are asked to design and create a routine including skills previously taught. I immediately thought of this project (probably since we are doing it right now) and decided to use the GRASPS prompts to determine my projects authenticity. I also thought it would be a good idea to use these prompts to further discuss the project at its introduction and use it at the completion of the project to refer to when completing their self evaluation rubric. It was helpful to practice it and to understand it by actually doing it. I just realized that I’m practicing what I am being taught from UBD!