iRubric: UbD Unit Design Feedback Form rubric

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UbD Unit Design Feedback Form

UBD Rubric

Rubric Code: W25XCBA

By zilchpc

Ready to use

Public Rubric

Subject: (General)

Type: Assessment

Grade Levels: (none)

UbD Unit Feedback Form Teacher: Jeff Zilch Course: Curriculum and Instruction Date: 10/20/25
	Exceeds Expectations 25 pts	Adequate 18 pts	Needs Revision 14 pts
EUs & EQs 25	Exceeds Expectations 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.	Adequate 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.	Needs Revision 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 25	Exceeds Expectations The unit has direct and explicit connections to the approved curriculum and to the current MA Core Curriculum Content Standards. Student learning objectives are tied directly to state Content Standards and are written very clearly.	Adequate The unit has a reasonable number of connections to the approved curriculum and to the current MA Core Curriculum Content Standards. Student learning objectives are loosely tied to state Content Standards and are written clearly.	Needs Revision The unit makes minimal connection to the approved curriculum and/or to the current MA Core Curriculum Content Standards. Student learning objectives are not tied to state Content Standards and/or are not written clearly.
Assessment/Performance Tasks 25	Exceeds Expectations 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.	Adequate 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.	Needs Revision 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.
Rubrics 25	Exceeds Expectations Appropriate and helpful criterion-based scoring tools for self assessment and for evaluating products and performances are present.	Adequate Emerging level, Criterion-based scoring tools for self-assessment and for the evaluation of products and performances are present	Needs Revision Basic scoring tools are incorporated into the unit. These tools are not applicable to self-assessment and/or lack the appropriate criteria for helpful evaluation.

Keywords:

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

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