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1.  The two question sniff test will certainly help me assess the utility of assessments.

2. Authenticity is another factor to consider when weighing the strength of an assessment.

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One important aspect of assessments I am walking away with is that the validity of them should be considered. Before questions are provided, we should wonder if students will be able to answer them without actually knowing the content and if we are actually giving them questions that accurately exam what they were meant to have gotten.

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I learned a great deal about the importance of the relationship between performance tasks and authenticity, specifically guiding students to greater independence.

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1. Stage 2 is highly focused on determining whether assessments are gauging understanding first and foremost.
2. Authenticity is integral to determining understanding by through applying abstract knowledge to practical tasks.

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1 important idea I am walking away with about the UBD stage 2 is the importance of the connection. Your unit should be transferable for real understanding and knowledge.

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One important idea I am taking away with me is that we have to continuously ask if the assessment and objectives/learning goals are aligned.

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1. The sniff test is something that will stick me for a long long time. It makes the gaging an assessment task clear and direct.
2. I think the emphasis on understanding is also helpful when seeing if an assessment does what the students need it to do.

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I liked the two-question validity test/sniff test, especially because I think a lot of our assessments in class can be completed without real understanding.

I also liked learning about how the 6 facets of understanding can be used to create performance tasks, although the task doesn’t necessarily have to incorporate all of them

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1. Will students be able to perform well with little to no understanding?
2. is there a probability that students with high understanding could perform poorly?

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I think one big idea for me is that there can be formative assessments along the way that are not authentic performance tasks (eg checking reading comprehension or if know how to cite evidence) but the major assessment SHOULD be authentic and be a chance to transfer skills and knowledge to a real life scenario.

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I’m primarily thinking about how some assessments are constructed in a way that allows for students that are simply proficient writers or stylistic to score well even if they aren’t able to demonstrate understanding of the content because of the way certain criteria are picked

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1. two question method for testing assessments
2. transferability in knowledge and skills

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Students must demonstrate autonomy of their learning by transferring abstract knowledge to practical performance tasks without the educator.

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The Two Question Validity test is interesting. I haven’t thought about how students might be able to accomplish a task without knowing the material or vice versa until a group presented on it today.

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1. Not all understandings need to be addressed in an assessment.
2. Getting “very likely” scores on the sniff test is a bad thing.

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I learned about the importance of a good rubric and the importance of task authenticity.