iRubric: UbD Unit Design Feedback Form rubric

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UbD Unit Design Feedback Form

This rubric serves as a resource for school administrators when evaluating instructor unit plans. It focuses upon the Understanding by Design structure while highlighting the incorporation of Differentiated Instruction and the Rigor/Relevance Framework. *Materials Created/Adapted by Christine Miles using reference materials from: -The International Center for Leadership in Education, "Using Rigor & Relevance Framework for Planning and Instruction" -Jay McTighe's & ASCD's publication "Understanding by Design and Differentiation" (2004)

Rubric Code: H8XAB2

By ejherbertwas

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Public Rubric

Subject: English

Type: (Other)

Grade Levels: (none)

UbD Unit Feedback Form Teacher: Course: Date:
	Comprehensive (N/A)	Basic (N/A)	Minimal (N/A)
Evidence of Backward Design	Comprehensive 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 rigorous & relevant learning plan.	Basic 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 and have assisted in the construction of a moderately rigorous & relevant learning plan.	Minimal 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.
EUs & EQs	Comprehensive 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.	Basic 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.	Minimal 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	Comprehensive The unit has direct and explicit connections to the current WA State and/or Common Core Standards.	Basic The unit has a reasonable number of connections to the current WA State and/or Common Core Standards.	Minimal The unit makes minimal connection to the current WA State and/or Common Core Standards.
Learning Plan (Daily Activities)	Comprehensive 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.	Basic 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.	Minimal 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.
Assessment/Performance Tasks	Comprehensive Diverse forms of respectful Performance Tasks are designed with the Facets of Understanding in mind. The following are clearly apparent: Diagnostic, 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.	Basic Performance Tasks reflect many of the Facets of Understanding. Diagnostic, 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.	Minimal 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.
Professional Collaboration	Comprehensive Strong evidence suggests professional collaboration between members of the course team.	Basic N/A	Minimal Member(s) of the course team have opted to work independently and have not exhibited professional collaboration in the area of unit design.

Keywords:

UbD; Rigor & Relevance, Differentiated Instruction; Lesson Plan Rubric; Evaluation

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