iRubric: UbD Unit Design Rubric

There is substantial evidence of backwards design including enduring understanding and essential questions. The backward design model is evident in ALL the activities that are used.

There is some evidence of backwards design. Essential questions are written though not cohesive and/or well written, but it is clear that the activites are connected to the backwards design model.

There is some evidence of backwards design. Essential questions are written though not cohesive and/or well written. AND/OR it is unclear that all the activities are directly connected to the backwards design model.

Essential questions and/or enduring understandings are not evident or are not well thought out. AND/OR much of the backwards design model is not followed throughout the entire unit.

The unit has direct explicit connections to appropriate grade level and to the content standards (national, state, and/or local)

The unit has some connections to appropriate grade level and to the content standards (national, state, and/or local)

It is unclear whether the lesson is grade appropriate and/or explicitly connected to the standards.

It is clear that the lesson is not age appropriate and/or tied to the standards.

There are a large variety of learning activities throughout the unit with emphasis on more than 3 types of delivery or assessment.

There are several learning acitivities throughout the unit, but too much emphasis is placed on only 2 or 3 types of delivery or assessment.

Most of the activities are varied but too much emphasis is placed on one type of delivery or assessment.

There is little or no variety in the unit.

Task reflects all the key elements of GRASPS and provides opportunities for students to exhibit their understandings.

Task reflects mast of the key elements of GRASPS and provides some opportunities for students to exhibit their understandings

Task reflects few of the key elements of GRASPS and provides few opportunities for students to exhibit their understandings

Task reflects none of the key elements of GRASPS and does not provide opportunities for students to exhibit their understandings

The assessment(s) tie in to the enduring understanding and essential questions. Each daily objective is clearly formally or informally measured.

The assessment is mostly tied to the enduring understanding and essential questions. AND/OR it is unclear that each daily objective is formally or informally assessed.

There is little evidence that the assessment is directly tied to the enduring understanding and essential questions. AND/OR most daily objectives were or could not be assessed.

There is no evidence that assessment is tied to the unduring understanding and essential questions. AND/OR most daily objectives were or could not be assessed.