Wiggins argues that testing is just a small, necessary, part of assessment. Assessment is the broader story. This resonates with me, and I agree with his framing because it validates the value of quick checks (tests) while insisting they are not the whole pictures. Testing is necessary for clear data, but it's cumulative, varied evidence that reveals understanding. Wiggins emphasizes that starting with the end in mind before planning lessons. I wholeheartedly agree. This backward design approach ensures that teaching isn't activity-driven but goal-aligned, which will make instruction purposeful and coherent. It keeps the lesson focused on what students should understand or be able to do.
Yes, I agree. Planning backward keeps instruction meaningful and intentional. It helps to avoid aimless activities and centers every lesson on clear evidence of student growth, which aligns with purposeful teaching.
One strategy that I use for assessing students that I would share with a new teacher is the use of backward design with clear evidence of learning. I often do this by ending all of my units with a student scored rubric, and a brief written reflection that aids in the overall assessment. I will encourage a new teacher to begin every lesson or unit by articulating what students should know or be able to do by the end, how they will know learning has happened, and to plan learning activities that build toward that evidence.
Yes, I agree. Planning backward keeps instruction meaningful and intentional. It helps to avoid aimless activities and centers every lesson on clear evidence of student growth, which aligns with purposeful teaching.
One strategy that I use for assessing students that I would share with a new teacher is the use of backward design with clear evidence of learning. I often do this by ending all of my units with a student scored rubric, and a brief written reflection that aids in the overall assessment. I will encourage a new teacher to begin every lesson or unit by articulating what students should know or be able to do by the end, how they will know learning has happened, and to plan learning activities that build toward that evidence.