Self-Assessment for Understanding by Design

Part 1: Johnny Hughes - July 11, 2017

Using Concept-Based, Inquiry Curriculum Novice Beginner Competent Proficient Expert

Designing Concept-Based, Inquiry Novice Beginner Competent Proficient Expert

Curriculum

Using Essential Questions Novice Beginner Competent Proficient Expert

Designing Essential Questions Novice Beginner Competent Proficient Expert

Using Performance Tasks Novice Beginner Competent Proficient Expert

Designing Performance Tasks Novice Beginner Competent Proficient Expert

Using Scoring Rubrics Novice Beginner Competent Proficient Expert

Designing Scoring Rubrics Novice Beginner Competent Proficient Expert

Part 2

I design curriculum collaboratively. Strongly Disagree Disagree Neutral Agree Strongly Agree

I work alone. Strongly Disagree Disagree Neutral Agree Strongly Agree

I follow a structured, sequential process. Strongly Disagree Disagree Neutral Agree Strongly Agree

I follow a non-linear process. Strongly Disagree Disagree Neutral Agree Strongly Agree

I seek feedback from experts and peers. Strongly Disagree Disagree Neutral Agree Strongly Agree
I trust my own instincts about my work. Strongly Disagree Disagree Neutral Agree Strongly Agree

Part 3

It is not all that important to be a great Strongly Disagree Disagree Neutral Agree Strongly Agree
designer, especially if you know your subject
and your students.

Most teachers are not highly skilled as Strongly Disagree Disagree Neutral Agree Strongly Agree
designers.

External mandates, such as tests and Strongly Disagree Disagree Neutral Agree Strongly Agree
measures of accountability, limit our ability to
design well and teach for understanding.

There is a strong belief among educators Strongly Disagree Disagree Neutral Agree Strongly Agree
that mandates limit our ability to design well
and teach for understanding.

Although time is allotted for collaboration, Strongly Disagree Disagree Neutral Agree Strongly Agree
most educators do not safeguard that time to
ensure that good planning, design,
collaboration, and possibly action research is
taking place.

I see the need for professional development Strongly Disagree Disagree Neutral Agree Strongly Agree
in curriculum and assessment design.

I seek feedback on my teaching by soliciting Strongly Disagree Disagree Neutral Agree Strongly Agree
written student reactions to the activities,
lessons, and work.

I seek feedback on my teaching by soliciting Strongly Disagree Disagree Neutral Agree Strongly Agree
opinions from my colleagues on the
activities, lessons, and assessments I
facilitate with my students.

I adjust my teaching by using the results Strongly Disagree Disagree Neutral Agree Strongly Agree
from student assessment to modify the
design of upcoming work.

I am aware of what is considered "best Strongly Disagree Disagree Neutral Agree Strongly Agree
practice" for my area of responsibility, i.e.
grade-level, content-area.
I am aware of what is considered "best Strongly Disagree Disagree Neutral Agree Strongly Agree
practice" locally through sharing of
information among staff and curriculum
documents.

Reference

McTighe, J. & Wiggins, G. (2004). Understanding by Design professional development workbook.

Alexandria, VA: ASCD.