iRubric: UbD Unit Design Feedback Form rubric

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UbD Unit Design Feedback Form

This rubric serves as a resource for evaluating student UbD performance task assessments. It focuses upon the Understanding by Design structure with special consideration of performance task design and assessment. *Adapted from Christine Miles, www.rcampus.com

Rubric Code: GX26AC6

By ProfChris

Ready to use

Public Rubric

Subject: English

Type: Assessment

Grade Levels: Graduate

UbD Unit Feedback Form Student: Kimberly Harllee Course: EDU 603 Date: 6/7/12
	I've Arrived (N/A)	On My Way (N/A)	Here I Go (N/A)
Evidence of Backward Design	I've Arrived There is substantial evidence of effective backward design. Planning is inclusive of well-developed EUs (Enduring Understandings) & EQs (Essential Questions). The UbD model, and W.H.E.R.E.T.O. strategy are evident in construction of a relevant learning plan.	On My Way Evidence of backward design is apparent. Planning includes EUs and EQs in the emerging stages. The UbD model and W.H.E.R.E.T.O. strategy fall within the developmental stages.	Here I Go Evidence of backward design is minimal. EUs and EQs are written, yet lack focus and/or miss the "Big Idea" target.
EUs & EQs	I've Arrived 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 what they are learning to their own experiences.	On My Way 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 some opportunity to apply the work to their own experiences.	Here I Go Evidence that shows student awareness of the "Big Idea" and EQs is lacking. Students will not be given appropriate opportunities to connect and apply the work to personal experiences.
Performance Tasks	I've Arrived Performance Tasks are designed with the Facets of Understanding in mind. 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.	On My Way Performance Tasks reflect many of the Facets of Understanding. Assessments show moderate connection to the G.R.A.S.P.S strategy. Some opportunities to provide feedback for teacher and student progress are apparent. Assessments connect to the EU and EQs.	Here I Go Performance Tasks reflects few of the key elements of GRASPS and provide minimal opportunities for students to exhibit understandings. 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.