During Stage 2, the instructional designer determines what the acceptable evidence to meet the desired results is (Wiggins & McTighe, 2011).
The course designer will make performance task that are creative and demonstrate understanding. These tasks should be in alignment with the transfer and meaning goals from Stage 1. Once these tasks are created, the course designer will also need to make evaluative criteria for assessing the tasks.
Along with the performance task, course designer's should also provide alternative forms of evidence that show students were able to meet the goals identified in the first stage. This evidence can come in a number of ways including homework, quizzes, and testing.
The designer should include a rubric that has a “No Evidence” category for accurate feedback and grading.