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iRubric: UbD Unit Design Feedback Form rubric

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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: ZX77734
By lpbousquet
Ready to use
Private Rubric
Subject: Education  
Type: Assessment  
Grade Levels: Graduate

Powered by iRubric 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



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