DESIGN TEMPLATES
In an attempt
to standardize curriculum and assessment design, the district has developed
some templates modeled after Understanding
by Design by Grant Wiggins and Jay McTighe. Hopefully these templates will help you in the completion of your
projects. Templates have been designed
for:
Unit Design
Course Design
Program Design
Assessment Design
Summative Assessment Design
Evaluation Design
If faculty
require a copy of the State Standards, they can be procured from my
office. Also, all templates will be
available on disc. Please call my
office at 692-8010 if you need any assistance at all.
To
use the template simply type in the information you wish to respond to at the
prompt in the shaded area.
UNIT DESIGN TEMPLATE
| Unit Title: | Grade Level(s): |
| Course: | Department: |
| Key Words:
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| Designed by: | Time Frame: |
| School: | Date designed: |
Link to State
Standards:
Brief Summary
of Unit (including curricular context and unit goals):
STAGE I: IDENTIFY DESIRED RESULTS
What enduring
understandings are desired?
Students will understand:
What essential
questions will guide and focus teaching / learning?
What key
knowledge and skills will students acquire as a result of this unit?
Students will know: Students will be able to:
STAGE II: DETERMINE ACCEPTABLE
EVIDENCE
What evidence
will show that students understand?
Performance
Tasks:
1.
2.
3.
Other
Evidence:
Quizzes, Tests,
Prompts, Work Samples (summarized):
Unprompted Evidence: (observations, dialogues, etc.)
Student Self-Assessment:
STAGE III: PLAN LEARNING EXPERIENCES AND INSTRUCTION
What sequence
of teaching and learning experiences will equip students to develop and
demonstrate the desired understandings?
Consider the
W.H.E.R.E. elements, from the student’s perspective.
W = Students know Where they are going, Why they are
learning the content, What they already know, Where they might go
astray, and What is required of them.
H = How will they be Hooked into
learning?
E = How will they Explore /
Experience key ideas?
R = How will students Rehearse,
Revise, and /or Refine their work?
E = How will students Evaluate
their own work?
EVALUATION TEMPLATE
Title of Project: School: Dept.:
Project
members:
(Use
additional sheets if necessary.)
I.
What were you trying to
evaluate?
II. What were the specific goals of the program / course / project you were trying to evaluate?
III.
What were the procedures /
assessments you used to determine whether the goals were met?
IV.
What did the data show?
V.
In what ways was the program
/ course / project successful?
VI.
What changes would you make to improve
the program / course / project?
PROJECT SUMMARY
Title of Project: School: Dept.:
Project members:
I. What was the purpose of your
project?
II.
Did the project achieve its
intended purpose? In what way(s)?
III.
Provide a brief summary of
the project:
IV.
How will the project be
implemented?
V.
How will you determine the
success of the project?
VI.
Were there any difficulties
in the completion of the project?
VII. Were
the design templates helpful? Suggestions for improvement are welcome.
PERFORMANCE TASK BLUEPRINT *
Task Title:
Approximate time
frame:
What desired
understandings / standards will be assessed through this task?
Understandings State
Standards
What is the
purpose of this assessment? Formative
Summative
Through what
authentic performance task will students demonstrate understanding? (Provide an
overview of the task below.)
What student
products / performances will provide evidence of desired understandings?
By what
criteria will student products / performances be evaluated?
What type of scoring tools will be used for evaluation?
Analytic
rubric Holistic rubric
Criterion (performance list)
Checklist
* Adapted from
Grant Wiggins and Jay McTighe
SUMMATIVE
ASSESSMENT DESIGN TEMPLATE
I.
Overview of Design:
What evidence will show students understand the knowledge and skills
that were taught in the course:
Performance Task(s): (Give brief description.)
1.
2.
3.
Criterion-Referenced
Assessment: (Give brief description.)
Student
Self-Assessment: (Give brief description.)
II.
Performance Task Blueprint
Task Title:
Approximate time frame:
What desired
understandings / standards will be assessed through this task?
Understandings State
Standards
What is the
purpose of this assessment? Formative
Summative
Through what
authentic performance task will students demonstrate understanding? (Provide an
overview of the task below.)
What student
products / performances will provide evidence of desired understandings?
By what
criteria will student products / performances be evaluated?
What type of
scoring tools will be used for evaluation?
Analytic rubric
Holistic rubric
Criterion (performance list)
Checklist
* Adapted from
Grant Wiggins and Jay McTighe
III.
Criterion-Referenced Assessment:
What will be assessed?
|
Objectives
Assessed |
Knowledge /
Skills / Understandings |
Type of
Question - Selected Response - Academic prompt (essay) - Constructed Response - True / False |
Test
Question Nos. (Should be 3 – 4 items per
objective) |
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IV. What type of scoring tools will be used:
(Check one or more.)
Analytic rubric
Criterion list
Holistic rubric
Checklist
Answer Key
V. Attach copies of completed
Summative Assessments.
COURSE CURRICULUM MAP
SCHOOL:
DEPARTMENT OR SUBJECT AREA:
FACULTY REVIEWERS:
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What should
students understand? |
Concepts or
Content |
Skills
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Assessments |
State
Standards / Benchmarks |
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Adapted from Understanding By Design Model developed by Grant Wiggins and Jay McTighe