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iRubric: UbD Unit Design Feedback Form rubric
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UbD Unit Design Feedback Form
UbD Unit Design Rubric
This rubric serves as a resource for school administrators when evaluating instructor unit plans. It focuses upon the Understanding by Design structure while highlighting the incorporation of Differentiated Instruction and the Rigor/Relevance Framework. *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:
P32A27
By
ritzius2
Ready to use
Public Rubric
Subject:
English
Type:
(Other)
Grade Levels:
K-5, 6-8, 9-12
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UbD Unit Feedback Form
Teacher:
Course:
Date:
Exceeds Expectations
(N/A)
Adequate
(N/A)
Needs Revision
(N/A)
Evidence of Backward Design
Exceeds Expectations
There is substantial evidence of effective backward design. Planning is inclusive of well-developed EUs (Enduring Understandings) & EQs (Essential Questions). The UbD model, and W.H.E.R.E.T.O. strategy are evident in construction of a rigorous & relevant learning plan.
Adequate
Evidence of backward design is apparent. Planning includes EUs and EQs in the emerging stages. The UbD model and W.H.E.R.E.T.O. strategy fall within the developmental stages and have assisted in the construction of a moderately rigorous & relevant learning plan.
Needs Revision
Evidence of backward design is minimal. EUs and EQs are written, yet lack focus and/or miss the "Big Idea" target. The Learning Plan is unclear and/or activities do not guide students to uncover the appropriate EUs and EQs of the UbD Unit Plan.
EUs & EQs
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.
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.
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.
Core Curriculum Content
Exceeds Expectations
The unit has direct and explicit connections to the approved curriculum and to the current NJ Core Curriculum Content Standards.
Adequate
The unit has a reasonable number of connections to the approved curriculum and to the current NJ Core Curriculum Content Standards.
Needs Revision
The unit makes minimal connection to the approved curriculum and/or to the current NJ Core Curriculum Content Standards.
Learning Plan (Daily Activities)
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.
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.
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.
Integration & Technology
Exceeds Expectations
Strong evidence suggests the integration of cross-curricular materials and/or appropriate technology throughout the unit. Integration is explicitly stated and will be utilized in order to increase student engagement, insight, and understanding.
Adequate
There is some evidence suggesting the integration of cross-curricular materials and/or technology throughout the unit. It is used in a way that aims to increase student engagement, insight, and understanding.
Needs Revision
There is little to no evidence of integration of cross-curricular materials and/or technology resulting in decreased student engagement, insight, and understanding.
Assessment/Performance Tasks
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. Tasks reflect the use of G.R.A.S.P.S. and provide opportunities for students to exhibit their understandings. Many opportunities exist for feedback to both teacher and students concerning progress toward desired results. The assessments are tied to the EU and EQs.
Adequate
Performance Tasks reflect many of the Facets of Understanding. 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.
Needs Revision
Performance Tasks reflects few of the key elements of GRASPS and provide minimal opportunities for students to exhibit understandings. 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.
Rubrics
Exceeds Expectations
Appropriate and helpful criterion-based scoring tools for self assessment and for evaluating products and performances are present.
Adequate
Emerging level, Criterion-based scoring tools for self-assessment and for the evaluation of products and performances are present
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.
Professional Collaboration
Exceeds Expectations
Strong evidence suggests professional collaboration between members of the course team.
Adequate
N/A
Needs Revision
Member(s) of the course team have opted to work independently and have not exhibited professional collaboration in the area of unit design.
Keywords:
UbD; Rigor & Relevance, Differentiated Instruction; Lesson Plan Rubric; Evaluation
Subjects:
English
Education
(General)
Types:
(Other)
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