UBD+Unit+Design+Rubric

Teacher: Course: Date: || differentiation strategies 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. || Summative Assessment. Tasks 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. Some opportunities to provide feedback for teacher and student progress is apparent. Assessments connect to the EU and EQs. || Needs Revision  Performance Tasks 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. ||
 * [[image:http://www.rcampus.com/images/rubric2/iRubric_poweredby.gif caption="Powered by iRubric" link="http://www.irubric.com/"]] **UbD Unit Feedback Form**
 * || **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 differentiation strategies 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
 * **Essential Understandings & Essential Questions** || 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 Core Curriculum Content Standards. ||  Adequate  The unit has a reasonable number of connections to the approved curriculum and to the current Core Curriculum Content Standards. ||  Needs Revision  The unit makes minimal connection to the approved curriculum and/or to the current 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
 * **Rubrics/Assessment** || 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. ||