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iRubric: Curriculum Design /Analysis Rubric

iRubric: Curriculum Design /Analysis Rubric

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Curriculum Design /Analysis Rubric 
Curriculum Design /Analysis Rubric
Curriculum Project
Rubric Code: GXWC534
By helfleslie
Ready to use
Public Rubric
Subject: (General)  
Type: Project  
Grade Levels: Graduate

Powered by iRubric Curriculum Design
C & I 501
  Exceeds Expectations

3 pts

Meets Expectations

2 pts

Needs Improvement

1 pts

Unacceptable

0 pts

Core Content
5 pts

Exceeds Expectations

The curriculum has direct explicit connections to appropriate grade level and to the content standards (national, state, and/or local)
Meets Expectations

The curriculum has some connections to appropriate grade level and to the content standards (national, state, and/or local)
Needs Improvement

It is unclear whether the curriculum is grade appropriate and/or explicitly connected to the standards.
Unacceptable

It is clear that the curriculum is not age appropriate and/or tied to the standards.
Integration and/or Technology
5 pts

Exceeds Expectations

There is strong evidence of integration of other disciplines and/or technology throughout the unit. Integration is explicitly stated.
Meets Expectations

There is some evidence of integration, and it is explicitly stated.
Needs Improvement

There is some evidence of integration, but it is not explicitly stated.
Unacceptable

There is poor or no evidence of integration.
Assessment
5 pts

Exceeds Expectations

Many references exist for feedback to both teacher and students concerning progress toward desired results in the curriculum. Comprehensive pre-assessments are included. Student growth is encouraged.
Meets Expectations

Some opportunities exist for feedback to both teacher and students concerning progress toward desired results. Pre-assessments are included but may need to be tailored for individual needs. Student growth is encouraged.
Needs Improvement

Few opportunities exist for feedback to both teacher and students concerning progress toward desired results. Pre-assessments may not be present. Student growth may be encouraged.
Unacceptable

No opportunities exist for feedback to both teacher and students concerning progress toward desired results. Pre-assessments are not present. Student growth is not encouraged.
Transition
5 pts

Exceeds Expectations

Grade levels begin and end with content that can easily be continued the following academic year. Each level begins with a concise review re-introducing students to content key concepts. Ends the year with a clear goal in mind for the following academic year.
Meets Expectations

Grade level curriculum references previous knowledge and attempts to make connections between lprevious year's curriculum and current year's curriculum. Does not set expectations for following year's curriculum.
Needs Improvement

Grade level curriculum refers to previously learned content but does not provide opportunity to re-enage in content material. Does not set expectations for following year's curriculum.
Unacceptable

Grade level curriculum introduces new content without making any connection to previously learned concepts.
Instruction/Pedagogy
5 pts

Exceeds Expectations

There is strong evidence that instructional strategies are based on student goals, are learner centered and inclusive of of learner styles, and address various learning levels.
Meets Expectations

There is some evidence that instructional strategies are based on student goals, are learner centered and inclusive of learner styles, and address various learning levels.
Needs Improvement

There is little evidence that instructional strategies are based on student goals, are learner centered and inclusive of learner styles, or address various learning levels.
Unacceptable

There is no evidence that instructional strategies are based on student goals, are learner centered and inclusive of learner styles, or address varying learning levels.
Differentiation
5 pts

Exceeds Expectations

The curriculum provides ample provisions for more motivated students, students with special needs, multiple methods of demonstration of learning, and effective remediation plans.
Meets Expectations

The curriculum provides some provisions for more motivated students, students with special needs, multiple methods of demonstration of learning, and effective remediation plans.
Needs Improvement

The curriculum provides little provisions for more motivated students, students with special needs, multiple methods of demonstration of learning, and effective remediation plans.
Unacceptable

The curriculum provides no provisions for more motivated students, students with special needs, multiple methods of demonstration of learning, or effective remediation plans.
Instructional Resources
5 pts

Exceeds Expectations

All of the resources are provided and continuously screened for accuracy and authenticity. They are relevant to the curriculum and cross-curricular when appropriate. The resources are rich, varied, age/skill appropriate and derived from multiple sources.
Meets Expectations

Most of the resources are provided and continuously screened for accuracy and authenticity. They are relevant to the curriculum and cross-curricular when appropriate. Most of the resources are rich, varied, age/skill appropriate and derived from multiple sources.
Needs Improvement

The resources are provided but may not be continuously screened for accuracy and authenticity. They are relevant to the curriculum but may not be cross-curricular. The resources may be rich, varied, age/skill appropriate or derived from multiple sources.
Unacceptable

Few of the resources are provided and none are continuously screened for accuracy and authenticity. They may not be relevant to the curriculum or cross-curricular. The resources may not be rich, varied, age/skill appropriate or derived from multiple sources.
Sustainability
5 pts

Exceeds Expectations

There is strong evidence that the curriculum includes research-based, "best practice" content. The curriculum and its success rate has been studied for more than three years.
Meets Expectations

There is some evidence that the curriculum includes research-based, "best practice" content. The curriculum and its success rate has been studied for at least three years.
Needs Improvement

There is little evidence that the curriculum includes research-based, "best practice" content. The curriculum and its success rate may not have been studied for at least three years.
Unacceptable

There is no evidence that the curriculum includes research-based, "best practice" content. The curriculum and its success rate have not been studied at length.



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  • curriculum design curriculum analysis

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