EDG 6250 – Evaluation Rubric for Unit Plan
Dr. Iuspa
The instructor will use this rubric to evaluate each student’s unit plan. The unit plan will consist of two lessons following the UbD framework. Students can look at this rubric so they may understand what they are being graded on.
| Performance Criteria | 6 – 5 | 3 – 4 | 1 -2 | Points
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| Curriculum Plan Unit Details/Format (6 Points out of 40) | The curriculum plan unit is professionally presented with ALL of the following: A Rationale/Overview Page,
Lesson Title, Topic Title, Grade Level(s), Subject Area(s)/Subject Content, Time Allotted AND the narrative components of the unit are mechanically (grammatically/typographically) correct, organized, and clearly described, AND is error free. |
The curriculum plan unit is somehow professionally presented with SOME of the following: A Rationale/Overview Page,
Lesson Title, Topic Title, Grade Level(s), Subject Area(s)/Subject Content, Time Allotted AND the narrative components of the unit are mechanically (grammatically/typographically) correct, organized, and clearly described, AND is error free. |
The curriculum plan unit is not professionally presented missing four or more of the following: A Rationale/Overview Page,
Lesson Title, Topic Title, Grade Level(s), Subject Area(s)/Subject Content, Time Allotted AND the narrative components of the unit are mechanically (grammatically/typographically) correct, organized, and clearly described, AND is error free.
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| Enduring Understandings (transferable, big ideas at the heart of the discipline) (6 Points out of 40) | The understanding is a big idea or core principle at the heart of the discipline. | The understanding is important but not of the highest priority; or it may be more accurately described as important knowledge and skill. | The understanding as stated is a straightforward fact, skill, or attitude, not a big idea or core process at the heart of the discipline. | |
| Learning Outcomes (6 Points out of 40) | The lesson plan identifies specific performance-based CONTENT objectives, which measure various levels of skill, differentiating from concrete skills to higher-level thinking. | The lesson plan identifies specific performance-based CONTENT objectives, which measure various levels of skill.
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1. specific performance-based CONTENT objectives are not included OR
2. objectives are so broad and vague that the focus for instruction and assessment is unclear. |
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| Essential Questions (6 Points out of 40) | The essential questions are important and thought provoking. They have more than one correct answer and require inquiry rather than recall. They have great potential for engaging students. They provide a unifying focus to guide teaching and learning. | The essential questions are appropriate for the topic but do not focus on the most important ideas or core processes. Although they do not have a single correct answer, they may not require much inquiry. They may or may not engage students | The essential questions do not focus on big ideas or core processes. They are not particularly thought provoking and are not likely to engage students. They may have only one correct answer and be too narrow to guide the unit. | |
| Authentic Performance Assessment (6 Points out of 40)
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The task is highly authentic, involving a direct or simulated application of the targeted understanding. The task is complex and involves the types of challenges or constraints that adults face in the world beyond the classroom. Students develop actual products or performances for an identified audience/client. The performance task clearly shows the GRASPS concept. | The task calls for applying the targeted understanding, but the context is not particularly authentic. Students may develop actual products or performances, but the task lacks an identified purpose, audience/client, or realistic constraints. The performance task shows some elements of the GRASPS concept. | The task is inauthentic. It presents an out-of-context question or problem that does not represent the kinds of complexities or challenges adults face. Students may respond to questions but do not develop actual products or performances. No clearly identified purpose, realistic situation, or audience/client is evident. The performance task does not show any elements of the GRASPS concept. | |
| Performance Criteria | 5 | 3 – 4 | 1 -2 |
