iRubric: UbD Unit Design Project Evaluation rubric

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.

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.

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.

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.

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.

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.

Diverse forms of Performance Tasks are designed with the Facets of Understanding in mind. The following are clearly apparent: Formative and Summative Assessment. Tasks reflect the use of G.R.A.S.P.S. and 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.

Performance Tasks reflect many of the Facets of Understanding. 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.

Performance Tasks reflects few of the key elements of GRASPS and 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.