iRubric: Unit Design Grading Rubric

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Unit Design Grading Rubric

This rubric serves as a resource for a college professor evaluating unit plans by preservice teachers writing plans utlizing the 5 E Framework and backward design. -Jay McTighe's & ASCD's publication "Understanding by Design and Differentiation" (2004)

Rubric Code: W594AX

By eplemons

Ready to use

Public Rubric

Subject: Education

Type: Assessment

Grade Levels: Undergraduate

Unit Design Grading Rubric Teacher: Course: Date:
	Exceeds Expectations (N/A)	Adequate (N/A)	Needs Revision (N/A)
Evidence of Backward Design	Exceeds Expectations There is substantial evidence of effective backward design. Planning is inclusive of well-developed EUs (Enduring Understandings) & EQs (Essential Questions).	Adequate Evidence of backward design is apparent. Planning includes EUs and EQs in the emerging stages.	Needs Revision 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.
5 E's	Exceeds Expectations Students are active participants in the learning experience. The lesson accounts for differentiated instruction. The lesson is clearly written so a substitute could implement the plan.	Adequate The plan is complete and correct experiences have been planned for each of the 5 E's demonstrating a developing understanding of effective planning for student achievement. The plan is not thoroughly described and "substitute ready."	Needs Revision Attention to detail and the 5 E's is missing.
Core Curriculum Content	Exceeds Expectations The unit has direct and explicit connections to the approved curriculum standards.	Adequate The unit has a reasonable number of connections to the approved curriculum standards.	Needs Revision The unit makes minimal connection to the approved curriculum standards.
Learning Plan (Daily Activities)	Exceeds Expectations 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.	Adequate 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.	Needs Revision 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.
Integration & Technology	Exceeds Expectations Strong evidence suggests the integration of cross-curricular materials and/or appropriate technology throughout the unit. Integration is explicitly stated and will be utilized in order to increase student engagement, insight, and understanding. For full credit, the unit should include at least the following: mapping/geography opportunity student engagement directly with technology *art/music/theatre learning opportunity	Adequate There is some evidence suggesting the integration of cross-curricular materials and/or technology throughout the unit. It is used in a way that aims to increase student engagement, insight, and understanding.	Needs Revision There is little to no evidence of integration of cross-curricular materials and/or technology resulting in decreased student engagement, insight, and understanding.
Assessment/Performance Tasks	Exceeds Expectations Diverse forms of respectful assessments are planned to determine learning outcomes. Formative and summative assessment are clearly apparent and align with learning targets. 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 Assessment is limited in its scope and variety but is evident within each lesson and is tied to the learning target.	Needs Revision Assessments provide minimal opportunities for students to exhibit understandings and/or assessment activities do not reflect the learning targets.

Keywords:

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

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