UbD and DI Chapter 8

When we are grading and reporting achievement of our students we must balance the desire to encourage and be advocates for the students we teach, and the obligation we feel to meet the perceived dictates of the grade book and report cards. The backwards design model applies just as well to grading as it does to instruction. The first part is to clearly identify the goals and to then make sure that grades reflect how well a student reached those goals. This section also reminds us that the grades should not have on base on arbitrary norms, and that there is no need to include everything in a grade. The actual grades that are given, the ones that count should be based on achievement, other factors can be reported or filed separately. Once we begin using the backwards design model to teach, using is to assess will come naturally.