In the past, I had always started my units by giving students an overview of "what we're going to be doing next." However, there was not much specificity to this, and I didn't have an articulated document to come back to. Writing KUDs has changed that. My students know from the beginning of the unit what it is they're shooting for. We refer to the KUD as we practice and in summative assessments.
I've also changed how I approach creating summative assessments. I begin by pasting the targets into a document. I ask myself how best students can show mastery on an assessment (I love the line, "tests shouldn't play games with students' success" from Wormelli's Fair Isn't Always Equal). My goal is provide opportunities for students to show mastery at each level.
One thing I know I will be working on this year is developing the right level of specificity in the KUDs. I expect to get better at this as I use them more regularly.
I've also changed how I approach creating summative assessments. I begin by pasting the targets into a document. I ask myself how best students can show mastery on an assessment (I love the line, "tests shouldn't play games with students' success" from Wormelli's Fair Isn't Always Equal). My goal is provide opportunities for students to show mastery at each level.
One thing I know I will be working on this year is developing the right level of specificity in the KUDs. I expect to get better at this as I use them more regularly.