UbD/DI Chapter 5

In this chapter, Stage 2 is discussed, which is mainly about assessment. In order to understand how to assess students, it's necessary to determine the desired results. There are three principles that help formulate assessment. They include creating a portfolio of assessments to get a well-rounded source of information, matching the appropriate assessment with the correct educational goal, and making sure that the purpose of the assessment is clear.

This chapter was very informative of the many different types of assessments, and the appropriate ways to use them in the classroom. There were several things that I really hadn’t considered before and will, most likely, want to use in my classroom. I like the idea of using a multitude of assessments so that you get a better understanding of the student, and they get more opportunities to show if they know the material, makes a lot of sense. After learning previously what the facets of understanding were, they made much more sense this chapter because there was a clearer definition of the variety of ways the word understand could be interpreted. Taking that into consideration, the facets of understanding are now more available for me to use easily because I understand how they provide clarity to assessments. Along with a better understanding of what understanding is came the GRASPS frame. I thoroughly believe in using assessments, or just classroom time in general, to relate to the world outside of school. I feel like the GRASPS model helps teachers do this, and I’m eager to learn more about how I can use it. I feel like this whole chapter was extremely beneficial in beginning to understand how to make worthwhile assessments for any classroom.