assessments

One of the many things that I like about UBD is the importance assessment plays in designing a class. Most of us - in the past, beforeUBD - started planning our activities first. In UBD the class designer starts with the assessments they are going to use. This gets to the meat of the connections to the big ideas and the enduring understandings. I just had an aha or I think it was an aha about tying the assessment to the the big idea and the enduring understandings. I was asking myself how are my assessments in the ECE 245 going to to be sensible to the students and clearly show how what they are being assessed on is connected to the BI and the EU's.

I think writing assessment criteria is hard and I think I may have too many assessments but the process of starting with the objectives i.e. the end result, thinking about objectives connecting to the BI and the EU helps me to think about what I want the assessments to be. What do other people think about this?

From a " work for me" standpoint having fewer assessments is a good thing especially when it also comes to doing a larger program assessment report requiring me to report on aggregated data.