The idea is to model the design focus on student learning and ask ourselves what we want students to learn or, in other words, what looks to them happen to them in class. This is different from the traditional focus which is bent naturally and that is to ask what I teach, then what is done in class. The authors Grant Wiggins and Jay McTighe in their book "Understanding by design (Understanding by Design, 1998 and 2005, published by the Association for Supervision and Curriculum Development) propose a way to achieve the rational design of a class-centered understanding of students. We must begin by defining what it wants students to understand. Swarmed by offers, UISOL is currently assessing future choices. At first glance, this seems obvious. But if you look honestly the pedagogical practice of the majority of teachers we will realize that it is not.
The second step, the authors propose, is to establish how teachers can determine whether or not students have reached these understandings. What kind of comments or behaviors or skills or attitudes show that students really have come to understand what was sought to understand? From this, and as a final step, establish a sequence of activities. The heart of the proposal is in the second step, to establish the criteria that will tell whether the objectives are achieved or not before the activities. These criteria are, somehow, a sort of "evaluation" and referring to things that teachers can see and hear (or, in other words, things that students say, do, write, etc..) That allow us to that happens "inside their heads." However, it wants to try to avoid the word "assessment" to evoke not use more traditional means by which the "evidence" traditional closed questions at the end of a unit.