Navigating Backward Design: Step Two – Determining Acceptable Evidence
Hello again, everyone!
We're continuing our journey through the Backward Design process. In our previous post, we ventured into the first stage, 'Identifying Desired Results', where we set clear, learner-focused goals. Today, we will unpack the second crucial step: 'Determining Acceptable Evidence'.
This phase of the Backward Design model is about establishing how we will assess whether our learners have successfully achieved the outcomes we identified in the first step. Here, we crystallise the criteria for success so learners and educators know exactly what they're striving for, ensuring a well-guided learning experience.
In this stage, the evidence of learning we compile is paramount. This evidence allows us to assess our learners' level of understanding and competency. But how do we ensure that our assessment tasks are genuine reflections of our desired results? Here are some key considerations:
Assessment tasks must be valid, reliable, fair, and authentic. They should accurately mirror the learner's understanding and application of the knowledge and skills outlined in the learning outcomes. They must be equitable, ensuring no learners are unjustly disadvantaged or advantaged.
Construct clear and detailed rubrics or criteria that outline the standards and expectations for each assessment task. Providing clear and consistent feedback is pivotal in directing learners towards success.
Your assessment tasks must align seamlessly with your desired results. This alignment guarantees the tasks remain pertinent and meaningful to the learning outcomes.
By the end of this stage in the Backward Design process, we should be armed with a robust, impactful assessment plan that aligns seamlessly with our learning outcomes.
Our next blog will delve into the third and final step of the Backward Design model: 'Designing Learning Experiences and Instruction'. This is where we breathe life into our course, constructing the learning activities to prepare our learners for the assessment tasks.
I hope you'll join me for the next post as we continue reimagining instructional design. Until then, happy learning, folks!
