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iRubric: Curriculum Design Final Project rubric

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Curriculum Design Final Project Rubric Code: Q7WXW7 By roguigar Ready to use Public Rubric Subject: Education Type: Assessment Grade Levels: (none)

Language 30 %
	Good 3 pts	Fair 2 pts	Poor 1 pts
Metalanguage Vocabulary specific from language learning and teaching field	Good Appropriate terminology is used to refer to types of activities, stages of lessons, etc.	Fair Some metalinguistic terms are employed in the wrong context or do not correspond to the appropriate concept.	Poor General language is used although more specific terms are available for referring to specific aspects of the lesson.
Spelling Enter description	Good Rare mistakes in spelling more probably due to typing than to ignorance.	Fair	Poor Frequent spelling mistakes in common words, no care given to revision.
Grammar Enter description	Good Rare mistakes in grammar.	Fair	Poor Frequent mistakes in common grammatical patterns.
Content 50 %
	Good 3 pts	Fair 2 pts	Poor 1 pts
Presentation Care in the organization of the project	Good Appearance of the project reflects care and thought. There is a cover related to the topic	Fair Appearance of the project reflects care and thought but could be improved with	Poor Sloppy appearance, the project does not succeed in creating a good first impression
Justification	Good The justification provides at least one persuasive argument to justify the choice of the topic. It includes importance of communication	Fair There is a justification but it is not persuasive or fails at presenting the importance of the topic for students.	Poor No justification included in the project
Task description	Good The description of the task allows us to get a clear idea of what is expected from students both in relation with the final product and with communicative competence.	Fair Very general description of task that does not allow to get a clear idea of what students will have to do.	Poor No description of task.
General Standards	Good General standards are included at the beginning of the project.	Fair	Poor General standards are not included at the beginning of the project.
Specific Standards	Good Specific standards for all four skills are included at the beginning and in each lesson. They are worked through the lesson	Fair Specific standards are included at the begginning but not in each lesson. They are worked through the lesson	Poor Specific standards are included at the begginning but not in each lesson. They are not worked through the lesson
Teaching aims	Good There is a clear communicative teaching aim in each lesson. It is coherent with specific standards. It is coherent with the activities in the lesson	Fair There is a clear communicative teaching aim in each lesson. Coherence with activities or standards could be improved.	Poor There is no clear teaching aim in each lesson and it is not expressed in communicative terms
Integration of skills	Good Integration of skills is evident in all lessons of the project as well as in the final task.	Fair Some lessons try to integrate skills but only through the homework	Poor Integration of skills is absent in most lessons of the project as well as in the final task.
Indicadores de logro	Good Included and well related both to standards and to activities	Fair	Poor Not included or well related either to standards or to activities
Activities
Alignment to achievement indica	Good Activities are appropriate for helping students to achieve the specific standards selected for the lessons	Fair There are some ativities that do not seem to have any relationship with the standards chosen and will not help students to achieve the specific standards selected for the lessons	Poor Most activities do no align with the chosen standards.
Description	Good There is a clear description of the procedures to be followed in all activities including questions to be asked by the teacher for elliciting Ss' knowledge. Materials for the activity are properly labeled.	Fair There is a clear description of the procedures to be followed but not for all activities. The materials for the activity are not properly indicated.	Poor No clear description of the procedure to follow for activities. No indication of materials for hte activity.
Teacher role	Good The teacher presents or models the new linguistic issues for students when necessary.	Fair Teacher's role is not well defined in some activities.	Poor The teacher role is passive most of the time. No thought seems to have been given to presenting and modelling new linguistic issues to students.
Facilitation of activities	Good Pre-activities and post activities have been considered to facilitate in most cases, not just to engage but to facilitate.	Fair Some teaching sequences lack pre-activities or post activities to facilitate and take advantage of materials	Poor No pre-activities included in the lessons or they are just addressed to engage students.
Time	Good Appropriate assignment of time to activities	Fair Excessively long or short periods in some activities	Poor No appropriate timing for most activities.
Linkage Connection between the different lessons and activities	Good Activities and lessons are well sequenced.	Fair Some activities or lessons are not logically linked to the previous one.	Poor Most activities are disconnected from the previous one. No logical sequence in teaching lesson.
Resources
Included	Good All resources are included and referenced.	Fair Some of the resources are included but their reference is missing.	Poor Some resources are missing and there are no references
Appropriate to level of St.	Good	Fair	Poor
Appropriate for activities	Good	Fair	Poor
Quality	Good	Fair	Poor
Feasibility 20 %
	Good 3 pts	Fair 2 pts	Poor 1 pts
Feasibility	Good The scaffolding provided by the teacher through the different stages of the process will guarantee the successful completion of the task	Fair Students will have some difficulties when completing the task due to teacher's lack of scaffolding at some points of the process.	Poor It will be impossible for students to complete the task as it requires several elements that were not provided at any stage of the process
General Impression	Good Great work, creativity and effort is evident in the project. Minor aspects to improve.	Fair Although some aspects need to be reconsidered, in general terms this project could be used in the practicum.	Poor Most aspects of the project need to be reconsidered before it could be used in a class. The outcome does not reflect the capabilities of the teacher to be

Subjects:

Education

Types:

Assessment

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