UbD Chapter 5

For the most part, this chapter went over a lot of the same information that chapter 3 did in FIAE. I really liked the snapshot versus photo album example because it’s a great visual. Clearly a whole photo album is going to tell more about a family trip than a single photo. Just like a series of well develop assessments is going to tell you more about a student’s progress than a single cumulative test. This chapter taught me a lot more about technical terms for certain goals such as, declarative knowledge, procedural knowledge, and dispositions. There was also a quote that really stood out to me that said, “we often observe teachers making assessments based on what is easiest to give and grade.” I honestly could not agree with this more. I have even known some teachers to cut corners like this with their in class presentations. In my opinion they are totally cheating their students out of a quality education that they are perfectly able to deliver if they just dedicated more time to it. Overall, this chapter really emphasizes authentic assessment that allows your students to really explain and apply the information. As a teacher I will need to make sure that I have clear objectives, and know what I expect my students to be able to do with information. I also need to make it a point to dedicate time to my assessments and make sure that they are authentic and effective forms of assessment that will benefit me and my students. The way I see it is if I give an ineffective and unauthentic assessment that has no benefit, I might as well not give it at all.