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iRubric: Unit Plan Rubric

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Unit Plan Rubric Unit Plan Rubric This rubric is for self-assessing the "Understanding by Design" unit that was created by classroom teachers in a workshop Rubric Code: J5A48B By bgijanto Ready to use Public Rubric Subject: Education Type: Assessment Grade Levels: Graduate

Unit Plan Rubric Understanding by Design - Three stages of planning are assessed: Stage 1 - Desired Results Stage 2 - Assessment (Evidence of Understanding) Stage 3 - Learning Plan - actual learning activities that will help students transfer their understanding in different learning situations
	Distinguished Great job! Your understanding is very clear you are able to transfer this understanding to real world teaching situations. 4 pts	Good Job! Your ideas are good and you understand the concepts. 3 pts	You are on your way! You have begun the process but more needs to be done in a few areas. 2 pts	A little more is needed You might want to re-read the concepts of Understanding by Design and rethink your understanding. 1 pts
Stage 1 - Desired Results 10 pts Relevant goals are derived from the standards and the learning objectives	Distinguished • Goals articulated clearly • Goals are significant and standards based • Connections are clearly made to a larger desired results • Scaffolding is provided for a range of learners • Formative assessment is integral to the lesson	Good Job! • Goals articulated • Goals are appropriate and standards based • Connections are made to a larger context • Scaffolding is provided for some learners • Formative assessment is used	You are on your way! • Goals present but unclear • Goals are somewhat appropriate and standards based • Few connections are made to a larger context • Scaffolding is provided for few learners • Formative assessment is present	A little more is needed • Goals are unclear • Goals are inappropriate or not standards based • No connections are made to a larger context • Scaffolding not provided • Formative assessment is not present
Stage 2 - Assessment Evidence 15 pts Meaningful: explore big ideas or essential questions, contribute evidence, analyze information, explain thinking, ask questions, test understandings, construct understanding.	Distinguished • Student tasks are defined clearly, are evidence of understanding and are performance based • Student tasks are meaningful • Student tasks are differentiated in multiple ways • Technology enriches the experience for students	Good Job! • Student tasks are defined mostly clearly, some evidence is present • Student tasks are mostly meaningful • Student tasks are differentiated • Technology supports student learning	You are on your way! • Student tasks are defined somewhat clearly, • Student tasks are somewhat meaningful • Student tasks are different • Technology is used in the lesson	A little more is needed • Student tasks are unclear • Student tasks are not meaningful • Student tasks are the same • Technology is not used in the lesson
Stage 3 - Learning Plan 10 pts Connected:learning experiences and instruction with desired results, essential questions and expected performances to achieve evidence of understanding that is then transferable to other learning situations.	Distinguished • Clearly connected to all of the goals (standards), desired results, assessments and evidence of understanding • Goals are accurately assessed and defined *Transfer of understanding will occur with this unit	Good Job! • Connected to most of the goals (standards), desired results, and assessments and evidence of understanding • Goals are mostly accurately assessed - Transfer of understanding might occur with this unit	You are on your way! • Connected to some of the goals (from standards), desired results and assessments • Goals are somewhat accurately assessed Some transfer of understanding might be possible with unit	A little more is needed • Not connected to the goals of the lesson or a larger context • Goals are not accurately assessed No Transfer of understanding will occur with this unit

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