iRubric: UbD Unit Design Feedback Form rubric

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.

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.

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.

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.

Diverse forms of respectful Performance Tasks are designed with the Facets of Understanding in mind. The following are clearly apparent: Diagnostic, Formative, and
Summative Assessments. 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. Diagnostic, Formative, and/or Summative assessments are utilized. 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.