Example: KUD + Assessment Evidence

This week I will attach an example of a completed assessment evidence section of the unit design template.  Earlier this year, I attached an example of a completed KUD template that the Department Chairs had brainstormed.  I chose one of those and completed the assessment evidence template based on those KUDs.
Please remember that there are several correct ways to account for the assessment evidence of the KUDs you have been crafting.  What is most important is that both sections align.  You will notice that I did not attach a sample assessment.  Once you have described the assessment evidence you can vet your actual assessment against to see what revision you may need.
If you have any questions, please let me know.  To see this example, click here. Scroll to the second page for the example of a complete Assessment Evidence template.

Six Facets of Understanding Question Starters

Explanation

• What is the key idea in . . . ?
• What are examples of . . . ?
• Whare 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 . . . ?
• How does . . . relate to me/us/the world, etc.?
• So what? Why does it matter?

Application

• How and when can we use  . . . ?
• 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 limites of . . . ?
• What is the evidence for . . . .?
• Is this evidence reliable? Sufficient?

Empathy

• What would it be like to walk in . . . 's shoes? Why?
• How might . . . feel about . . . ? Why?
• How might we reacn 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 strenghts and weaknesses in . . . ?

(Wiggins & McTighe, 2011, p. 99)

Stage 1: KUDs; Stage 2: Evidence of Understanding

I have seen several examples of KUDs from most departments. These have been excellent drafts, and from my perspective, worth the time, effort, and thinking.  Thank you for participating as you have been.  I have mentioned before that there will be three parts to the unit: KUDs, Assessment, and Learning Plan.  I've been alluding to assessments in a couple previous posts here and in the Quick PD section.  I want to share a little more specific information now.
At this point in our learning, I do not expect departments to attach sample assessments; I am more interested at this point in the thinking behind the assessment.  This thinking is divided into three sections: evaluative criteria, performance task(s), and other evidence.
The evaluative criteria answer the following questions:

• What criteria will be used in each assessment to evaluate attainment of the desired results?
• Regardless of the format of the assessment, what qualities are most important?

The performance task(s) respond to the following:

• Students will show that they really understand by evidence of . . .
• Consider: How will stuents demonstrate their understanding (meaning-making and transfer) through complex perofrmance?

Other evidence may be guided by the following:

• Students will show they have achieved goals in the KUDs by . . .
• Consider what other evidence you might collect to determine student understanding.

If you're interested in what this might look like as part of the template we started with KUDs, please click here.
Let me know if you have any questions about this or how it might affect your current work with assessments.