UNDERSTANDING BY DESIGN (UbD) &
DIFFERENTIATED INSTRUCTION (DI)
Unit Rubric
CATEGORY
Established
Goals
Expert - 4
Student is able to write
all the lesson goals,
match them with the
Mississippi
Framework/Standards
and code them. All are
assessed in Stage 2.
Essential
Questions
Student is able to write
all essential questions
correctly. Ninety
percent of them are
divergent and the
remaining are
convergent type
questions.
All essential questions
are written for student
guided inquiry on the
topic.
All essential questions
are topical and specific
enough to focus on
student learning and
assessment.
All of the essential
questions are written in
student language.
Students are able to
write all the Big Idea as
understanding
statements.
The understandings are
ALL aligned with the
content standards and
objectives of the
framework.
All the understandings
are topical and specific
enough to focus on
student learning and
assessment.
All the understandings
are written as
generalizations.
All the understandings
are uncovered, not just
covered.
Students will
understand
that…
Students will
know…
Knowledge &
Skill
Student is able to list the
all things his/her
students will need to
know by the end of the
unit.
All of the knowledge
and skills are written to
ensure student
understanding of the
topic.
Proficient - 3
Student is able to write
most of the lesson goals
and to match them with
the Mississippi
Framework/Standards
and code them. Most of
them are assessed in
Stage 2
Student is able to write
most essential questions
correctly. Eighty
percent of them are
divergent and the
remaining are
convergent type
questions.
Most essential questions
are written for student
guided inquiry on the
topic.
Most essential questions
are topical and specific
enough to focus on
student learning and
assessment.
Most of the essential
questions are written in
student language.
Students are able to
write some of the Big
Idea as understanding
statements.
Some of the
understandings are
aligned with the content
standards and objectives
of the framework.
Some of the
understandings are
topical and specific
enough to focus on
student learning and
assessment.
Some understandings
are written as
generalizations.
Some of the
understandings are
uncovered, few covered.
Emergent - 2
Student is able to write
a few of the lesson goals
and to match them with
the Mississippi
Framework/Standards
and code them. Few of
them are assessed in
Stage 2.
Student is able to write
a few essential
questions correctly.
Seventy percent of them
are divergent and the
remaining are
convergent type
questions.
Few essential questions
are written for student
guided inquiry on the
topic.
Few essential questions
are topical and specific
enough to focus on
student learning and
assessment.
Few of the essential
questions are written in
student language.
Students are able to
write a few of the Big
Idea as understanding
statements. Few of the
understandings are
aligned with the content
standards and objectives
of the framework.
Few of the
understandings are
topical and specific
enough to focus on
student learning and
assessment.
Few of the
understandings are
written as
generalizations.
Few of the
understandings are
uncovered,
most covered.
Student is able to list
some of the things
his/her students will
need to know by the end
of the unit.
Most of the knowledge
and skills are written to
ensure student
understanding of the
topic.
Student is able to list a
few of the things his/her
students will need to
know by the end of the
unit.
Few of the knowledge
and skills are written to
ensure student
understanding of the
topic.
Novice - 1
Student is not able to
write the lesson goals
and/or match them with
the Mississippi
Framework/Standards
and code them. None of
them assessed in Stage
2
Student is not able to
write essential questions
correctly. Most of the
questions are
convergent type
questions.
None of the essential
questions are written for
student guided inquiry
on the topic.
None of the essential
questions are topical
and specific enough to
focus on student
learning and
assessment.
None of the essential
questions are written in
student language.
Students are not able to
write the Big Idea as an
understanding
statement.
None of the
understandings are
aligned with the content
standards and objectives
of the framework.
None of the
understandings are
topical and specific
enough to focus on
student learning and
assessment.
None of the
understandings are
written as
generalizations.
None of the
understandings are
uncovered, all are
covered.
Student is not able to
list the things his/her
students will need to
know by the end of the
unit.
None of the knowledge
and skills are written to
ensure student
understanding of the
topic.
S
The performance task is
aligned with the desired
results in Stage 1. The
task shows student
understanding.
The performance task
shows a real world
application of the
identified knowledge,
skill, and
understandings.
The performance tasks
are written in the
GRASPS form.
The performance tasks
allow students to
demonstrate
understandings by
allowing choice, options
and a variety of
performance and
products.
The performance task
uses one or more of the
six facets of
understandings.
The performance task
rubric includes many
traits of understanding
and successful
performance.
The performance task is
aligned with the desired
results in Stage 1. The
task shows some
student understanding.
The performance task is
aligned with the desired
results in Stage 1. The
task shows a little
student understanding.
The performance tasks
for the most part are
written in the GRASPS
form.
The performance tasks
allow students to
demonstrate
understandings mostly
by allowing choice,
options and a variety of
performance and
products.
The performance task
uses one of the six
facets of
understandings.
The performance task
rubric includes some
traits of understanding
and successful
performance.
The performance tasks
contain a few GRASPS
components.
The performance tasks
allow students to
demonstrate
understandings by a few
choices, options and a
variety of performance
and products.
Other Evidence
Student lists 4 other
types of assessments to
measure whether
students are learning.
Students are allowed to
self-assess and reflect
upon their learning and
performance.
Learning Plan
Student develops a
lesson with an activator
and summarizer.
Student lists 3 other
types of assessments to
measure whether
students are learning.
Students are for the
most part allowed to
self-assess and reflect
upon their learning and
performance.
Student develops a
lesson with either an
activator and/or
summarizer.
The learning plan is
written so that students
can follow the plan with
some difficulty. It
contains their
performance goals and
how their work will be
Student lists 2 other
types of assessments to
measure whether
students are learning.
Students are
occasionally allowed to
self-assess and reflect
upon their learning and
performance.
Student develops a
lesson with no
activator or
summarizer.
The learning plan is
written so that students
can follow the plan with
a lot of difficulty. It
contains their
performance goals and
how their work will be
Diagnostic assessments
are used at the
beginning to check for
any misunderstandings.
assessed. W
Diagnostic assessments
are mostly used at the
beginning to check for
any misunderstandings.
assessed. W
Diagnostic assessments
are used at the
beginning to check for
any misunderstandings.
W
W
W
The learning plan shows
the students will be
engaged in their
The learning plan shows
the students are for the
most part engaged in
The learning plan shows
the students are very
little engaged in their
learning. H
The learning plan is
written so that students
will receive the
necessary experiences to
understand the Big
Ideas, and the needed
their learning. H
The learning plan is
written so that students
will receive for the most
part necessary
experiences to
understand the Big
learning. H
The learning plan is
written so that students
will have a lot of
difficulty understanding
the Big Ideas, and the
needed information and
Performance
Task
The learning plan is
written so that students
can follow the plan
easily. It contains their
performance goals and
how their work will be
assessed. W
The performance task
rubric includes few
traits of understanding
and successful
performance.
The performance task
does not align with the
desired results in Stage
1. The task shows no
student understanding.
The performance task
shows NO real world
application of the
identified knowledge,
skill, and
understandings.
The performance tasks
are NOT written in the
GRASPS form.
The performance tasks
DOES NOT allow
students to demonstrate
understandings by
allowing choice, options
and a variety of
performance and
products.
The performance task
uses none of the six
facets of
understandings.
The performance task
rubric includes no traits
of understanding and
successful performance.
Student lists 1 other
type of assessment to
measure whether
students are learning.
Students are NOT
allowed to self-assess
and reflect upon their
learning and
performance.
The learning plan is
written so that students
can not follow the plan
easily. It contains their
performance goals and
how their work will be
assessed. W
Diagnostic assessments
are not used at the
beginning to check for
any misunderstandings.
W
The learning plan shows
the students are not
engaged in their
learning.
H
The learning plan is
written so that students
will NOT understand
the Big Ideas, and the
needed information and
skills upon which the
information and skills
upon which the
understandings and
performances are based.
E
Six Facets of
Understanding –
Cubing
Activities
Blooms
TaxonomyCubing
Activities
Grade/Level
E
E
Few opportunities are
provided for students to
reflect, rethink, and to
revise their work based
on feedback and
No opportunities are
provided for students to
reflect, rethink, and to
revise their work based
on feedback and
guidance. R
Ongoing assessments
are made through out
the lesson of individual
and group progress with
feedback and guidance.
guidance. R
Some ongoing
assessments are made
through out the lesson
of individual and group
progress with feedback
guidance. R
Few ongoing
assessments are made
through out the lesson
of individual and group
progress with feedback
guidance. R
No ongoing assessments
are made through out
the lesson of individual
and group progress with
feedback and guidance.
E2
and guidance. E2
Some of the learning
has been personalized
with DI activities to
accommodate the
different learning styles
of students by providing
content, process, and
products tailored for
their individual
and guidance. E2
A little of the learning
has been personalized
with DI activities to
accommodate the
different learning styles
of students by providing
content, process, and
products tailored for
their individual
E2
differences. T
The sequences of
learning activities are
for the most part easy
to follow and have been
organized for student
activity and
differences. T
The sequences of
learning activities are
very difficult to follow
and have been
organized for student
activity and
differences. T
The sequences of
learning activities are
not easy to follow and
have been organized for
student activity and
productivity. O
productivity. O
Student develops TWO
different DI activities,
some materials are
prepared and
demonstrated, and
template hand-out
available for
participants.
Students are able to use
the Sternberg’s
Triarchic Theory in
developing some
THINKDOTS DI
cubing activities
Students are able to use
the 6 Facets of
Understanding in some
of these stages Stage 1,
Stage 2, and Stage 3
Students are able to use
the 6 Facets of
Understanding in
developing some DI
cubing activities
Students are able to use
the 6 levels of Blooms
Taxonomy in
developing some DI
cubing activities
B 85 – 94%
Student develops ONE
DI activity, materials
are prepared and
demonstrated, and
template hand-out
available for
participants.
Student develops ONE
DI activity, some
materials are prepared
and demonstrated, and
template hand-out
available for
participants.
Students are able to use
the Sternberg’s
Triarchic Theory in
developing a few
THINKDOTS DI
cubing activities
Students are able to use
the 6 Facets of
Understanding in a few
of these stages Stage 1,
Stage 2, and Stage 3
Students are able to use
the 6 Facets of
Understanding in
developing a few DI
cubing activities
Students are able to use
the 6 levels of Blooms
Taxonomy in
developing a few DI
cubing activities
C 75 – 84%
Students are not able to
the Sternberg’s
Triarchic Theory in
developing
THINKDOTS DI
cubing activities
Students are not able to
use the 6 Facets of
Understanding in Stage
1, Stage 2, and Stage 3
of the UbD lesson.
Students are not able to
the 6 Facets of
Understanding in
developing DI cubing
activities
Students are not able to
the 6 levels of Blooms
Taxonomy in
developing DI cubing
activities
D 70 – 74%
productivity. O
Six Facets of
Understanding
E
understandings and
performances are based.
Some opportunities are
provided for students to
reflect, rethink, and to
revise their work based
on feedback and
differences. T
The sequences of
learning activities are
easy to follow and have
been organized for
student activity and
ThinkDOTS &
Sternberg’s
Triarchic
Theory
skills upon which the
understandings and
performances are based.
Opportunities are
provided for students to
reflect, rethink, and to
revise their work based
on feedback and
The learning has been
personalized with DI
activities to
accommodate the
different learning styles
of students by providing
content, process, and
products tailored for
their individual
DI Activities
Ideas, and the needed
information and skills
upon which the
understandings and
performances are based.
Student develops
THREE different DI
activities, materials are
prepared and
demonstrated, and
template hand-out
available for
participants.
Students are able to use
the Sternberg’s
Triarchic Theory in
developing ALL
THINKDOTS DI
cubing activities
Students are able to use
the 6 Facets of
Understanding in Stage
1, Stage 2, and Stage 3
Students are able to use
the 6 Facets of
Understanding in
developing ALL DI
cubing activities
Students are able to use
the 6 levels of Blooms
Taxonomy in
developing ALL DI
cubing activities
A 95 – 100%
The learning has not
been personalized with
DI activities to
accommodate the
different learning styles
of students by providing
content, process, and
products tailored for
their individual
productivity. O