Skip to main content
sign in
Username
Password
forgot?
Sign up
Share
help_outline
help
Pricing
Request Info
Please enable JavaScript on your web browser
menu
iRubric: UbD Unit Design Feedback Form rubric
find rubric
Your browser does not support iframes.
edit
print
share
Copy to my rubrics
Bookmark
test run
assess...
delete
Do more...
UbD Unit Design Feedback Form
UbD Unit Design Feedback Form
This rubric is adapted from materials created/adapted by Christine Miles using reference materials from: -The International Center for Leadership in Education, "Using Rigor & Relevance Framework for Planning and Instruction" -Jay McTighe's & ASCD's publication "Understanding by Design and Differentiation" (2004)
Rubric Code:
MX7779W
By
lpbousquet
Ready to use
Public Rubric
Subject:
Education
Type:
Assessment
Grade Levels:
Graduate
Your browser does not support iframes.
Desktop Mode
Mobile Mode
UbD Unit Feedback Form
This rubric is adapted from materials created/adapted by Christine Miles.
Needs Revision
1 pts
Adequate
2 pts
Exceeds Expectations
3 pts
EUs & EQs
Needs Revision
Evidence that shows student awareness of the "Big Idea" and EQs is lacking and/or students will not be given appropriate opportunities to connect and apply the work to personal experiences.
Adequate
It is somewhat evident that students will have an awareness of what they will be learning, performance goals, and EQs. The students will be given a moderate opportunities to apply the aforementioned to their own experiences.
Exceeds Expectations
There is substantial evidence that students will be made aware of what they will be learning, performance goals, and EQs. The students will be given ample opportunity to apply the aforementioned to their own experiences.
Mentor Texts
Needs Revision
Mentor texts are irrelevant to the type of writing being taught. Fewer than 3 are included
Adequate
Mentor texts are somewhat relevant to the type of writing being taught. Fewer than 5 are included
Exceeds Expectations
Mentor texts are very relevant to the type of writing being taught. More than 5 are included and are listed in APA format.
Standards
Needs Revision
The unit makes minimal connection to the Common Core Standards.
Adequate
The unit has a reasonable number of connections to the Common Core Standards.
Exceeds Expectations
The unit has direct and explicit connections to the Common Core Standards.
Learning Plan (Daily Activities)
Needs Revision
Learning activities are limited in scope throughout the unit. In turn, this hinders the ability for differentiating material, engaging all learners, and making appropriate accommodations for students.
Adequate
Learning activities have a moderate level of diversity throughout the unit. Potential for some differentiation is present. Activities are varied in a manner that will engage and accommodate the differing interests, styles, and abilities of MOST learners. The sequence of the learning activities is organized in an acceptable manner.
Exceeds Expectations
There are a variety of learning activities throughout the unit. These activities have the potential to be differentiated when necessary. Activities are varied in a manner that will engage and accommodate the differing interests, styles, and abilities of all learners. The sequence of the learning activities has been organized in a manner that will maximize student engagement and productivity.
Assessment/Performance Tasks
Needs Revision
Diagnostic, Formative, and/or Summative assessment is absent.
Few opportunities exist for feedback to both teacher and students concerning progress toward desired results.
There is little evidence that the assessment is directly tied to the EU and EQs.
Adequate
Diagnostic, Formative, and Summative assessments are utilized and show moderate connection to the G.R.A.S.P.S strategy. Some opportunities to provide feedback for teacher and student progress is apparent. Assessments connect to the EU and EQs.
Exceeds Expectations
Diverse forms of respectful Performance Tasks are designed with the Facets of Understanding in mind. The following are clearly apparent: Diagnostic, Formative, and
Summative Assessment. Many opportunities exist for feedback to both teacher and students concerning progress toward desired results. The assessments are tied to the EU and EQs.
Rubrics
Needs Revision
Basic scoring tools are incorporated into the unit. These tools are not applicable to self-assessment and/or lack the appropriate criteria for helpful evaluation.
Adequate
Emerging level, Criterion-based scoring tools for self-assessment and for the evaluation of products and performances are present
Exceeds Expectations
Appropriate and helpful criterion-based scoring tools for self assessment and for evaluating products and performances are present.
Stages in Composing Process
Needs Revision
Few stages in the composing process (e.g., brainstorming, developing thoughts, designing workshops, providing models, naming skills to be assessed and taught, and stating the specific instruction that is designed to meet such skills) are included in the unit plan.
Adequate
Some stages in the composing process (e.g., brainstorming, developing thoughts, designing workshops, providing models, naming skills to be assessed and taught, and stating the specific instruction that is designed to meet such skills) are included in the unit plan.
Exceeds Expectations
All stages in the composing process (e.g., brainstorming, developing thoughts, designing workshops, providing models, naming skills to be assessed and taught, and stating the specific instruction that is designed to meet such skills) are included in the unit plan.
Professional Quality
Needs Revision
There are more than 5 grammar, spelling or citation errors. Sources are not listed.
Adequate
There are 3-5 grammar, spelling, or citation errors. Some sources are listed.
Exceeds Expectations
There are fewer than 3 grammar, spelling, or citation errors. All sources are listed in APA format.
Keywords:
UbD; Rigor & Relevance, Differentiated Instruction; Lesson Plan Rubric; Evaluation
Subjects:
English
Education
(General)
Types:
Assessment
(Other)
Discuss this rubric
You may also be interested in:
More rubrics by this author
More English rubrics
More Assessment rubrics
Do more with this rubric:
Preview
Preview this rubric.
Edit
Modify this rubric.
Copy
Make a copy of this rubric and begin editing the copy.
Print
Show a printable version of this rubric.
Categorize
Add this rubric to multiple categories.
Bookmark
Bookmark this rubric for future reference.
Assess
Test run
Test this rubric or perform an ad-hoc assessment.
Grade
Build a gradebook to assess students.
Collaborate
Apply this rubric to any object and invite others to assess.
Share
Publish
Link, embed, and showcase your rubrics on your website.
Email
Email this rubric to a friend.
Discuss
Discuss this rubric with other members.
Do more with rubrics than ever imagined possible.
Only with iRubric
tm
.
Copyright © 2024
Reazon Systems, Inc.
All rights reserved.
n232
Your browser does not support iframes.
Your browser does not support iframes.
Your browser does not support iframes.