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iRubric: Design Rubric UbD

iRubric: Design Rubric UbD

 
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Design Rubric UbD 
Survey of Curriculum Project
Rubric Code: Y2X6W37
Ready to use
Public Rubric
Subject: Education  
Type: Assessment  
Grade Levels: (none)


Powered by iRubric ESL Assessment Unit Design
  Exceeds Expectations

3 pts

Meets Expectations

2 pts

Needs Improvement

1 pts

Unacceptable

0 pts

Understandings and Questions
5 %

Evidence of enduring understanding and relevance to real-world situations.

_______

Exceeds Expectations

There is substantial evidence that students are aware of the Big Idea and Essential Questions and can make application to their own experiences.
Meets Expectations

There is some evidence that students are aware of the Big Idea and Essential Questions and can make application to their own experiences
Needs Improvement

There is little evidence that students are aware of the Big Idea and Essential Questions and can make application to their own experiences
Unacceptable

There is no evidence that students are aware of the Big Idea and Essential Questions and can make application to their own experiences
Core Content & WIDA Standards
15 %

_______

Exceeds Expectations

The unit has direct explicit connections to appropriate grade level and to the content standards (national, state, and/or local) and addresses all levels of WIDA performance
Meets Expectations

The unit has some connections to appropriate grade level and to the content standards (national, state, and/or local) and addresses all levels of WIDA performance
Needs Improvement

It is unclear whether the lesson is grade appropriate and/or explicitly connected to the standards. Some WIDA standards are identified and connected to the lessons.
Unacceptable

It is clear that the lesson is not age appropriate and/or tied to the district or WIDA standards.
Learning Activities/Learning Plan
20 %

_______

Exceeds Expectations

There are a large variety of learning activities throughout the unit with emphasis on more than 3 types of delivery or assessment.
Meets Expectations

There are several learning acitivities throughout the unit, but too much emphasis is placed on only 2 or 3 types of delivery or assessment.
Needs Improvement

Most of the activities are varied but too much emphasis is placed on one type of delivery or assessment.
Unacceptable

There is little or no variety in the unit.
Instructional Materials & Resources
20 %

_______

Exceeds Expectations

There is strong evidence of integration of other disciplines and/or technology throughout the unit. Integration is explicitly stated.
Meets Expectations

There is some evidence of integration, and it is explicitly stated.
Needs Improvement

There is some evidence of integration, but it is not explicitly stated.
Unacceptable

There is poor or no evidence of integration.
Assessments & Performance Tasks
20 %

Performance Task(s)

_______

Exceeds Expectations

There is evidence of a summative assessment and multiple formative assessments that address district content standards and WIDA content standards in an authentic way.
Meets Expectations

There is evidence of a summative assessments and at least one formative assessments that address district content standards and WIDA content standards in an authentic way.
Needs Improvement

There is an attempt at the creation of authentic formative and summative assessments that allow students to partially exhibit their understanding.
Unacceptable

The performance task and assessments do not provide opportunities for students to exhibit their understandings
Rubrics
20 %

Exceeds Expectations

Each assessment/performance task has its own detailed rubric which assesses student understanding of appropriate standards.
Meets Expectations

Each assessment/performance task has its own rubric which assesses student understanding of appropriate standards. One repeated rubric is allowed.
Needs Improvement

There is an attempt to create a rubric for each task which assesses student understanding of appropriate standards. Rubrics may be copied for various tasks.
Unacceptable

There is little to no evidence that rubrics were created to assess student performance aligned with the essential understandings and content standards.










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