ELED 4463 / 5463 Social Studies in the Elementary School
Curriculum Design Rubric
Scale: Unacceptable = 0; Basic = 2; Developing = 3; Proficient = 4; Outstanding = 5
Total Points = 100
Contextual Factors
Indicator
Unacceptable
Basic
Developing
Proficient
Response indicates
minimal,
stereotypical, or
irrelevant
knowledge about
developmental and
other contextual
factors.
Response indicates
limited knowledge
of developmental
characteristics and
other factors that
could potentially
impact teaching /
learning.
Implications
for
Instructional
Planning and
Assessment
Response fails to
discuss implications
for instruction
and/or assessment
or provides
inappropriate
implications
Response discusses
general
implications
regarding
instruction and
assessment but it is
simplistic and
limited in scope.
Indicator
Unacceptable
Rationale
No rationale
included or the
rational is
disconnected and
not applicable to
classroom
described.
Description of
subject matter not
included.
Information is
incorrect and/or
poorly written.
Knowledge of
Students’
Varied
Approaches to
Learning
Perspectives
on Subject
Knowledge
Basic
Response indicates only
general understanding of
developmental
characteristics and other
factors that could
potentially impact teaching
/ learning. Response is less
detailed than proficient
response.
Response indicates only
general implications for
instruction and assessment
based on contextual factors
Response indicates general
& specific understanding
of developmental
characteristics and other
factors that could
potentially impact
teaching / learning
Response indicates indepth understanding of
developmental
characteristics and other
factors that could
potentially impact
teaching / learning.
Response indicates
specific implications for
instruction and assessment
based on contextual
factors
Response indicates
thorough understanding
of how multiple
contextual factors
impact instructional
planning and
assessment.
Rationale and Teacher Preparation
Developing
Proficient
Poor, surface-level
reasoning; little to no
application to
classroom described.
Somewhat accurate, but
brief description of
subject matter with
some irrelevant or
disconnected
information.
Somewhat
thoughtful
statement
identifying a valid
purpose for
studying the topic
with class.
Brief description of
subject matter with
mostly relevant
information.
Information is
correct.
1
Outstanding
Outstanding
Thoughtful statement
identifying a valid
purpose for studying the
topic with students
described.
Deep, very thoughtful
statement identifying valid &
useful purposes for studying
the topic with students
described.
Somewhat thorough
description of subject
matter with relevant
perspectives. Well
written. Information is
correct.
Thorough description of
subject matter with relevant
and interesting perspectives.
Well written. Information is
accurate and highly useful for
teaching the unit.
ACEI
Standard
1.0
1.0
ACEI
Standard
3.1
2.4
Preassessment of
Student
Knowledge
Indicator
Clarity of
Learning
Goals
Shows little to no
knowledge of what
students do or do
not understand
about the topic.
Little to no
connection to unit
preparation.
Limited information
about students’
knowledge and how it
could impact
instruction during the
unit.
Brief description of
students’
knowledge of unit
and/or describes
some ways the
students’
knowledge could
inform instruction
of unit.
Describes students’
knowledge of topic and
includes relevant
information on how it
could impact instruction
during the unit
Learning Objectives and Goals
Developing
Proficient
Demonstrates an adequate
analysis of student knowledge
of topic and thoughtfully
describes how that will
impact instruction during the
unit.
Unacceptable
Basic
Outstanding
Goals are not stated
clearly and are
activities rather than
learning outcomes
Learning goal
statements are
merely restatements
of goals or
objectives from
other sources.
Some goals are
clearly stated as
learning outcomes
using measurable
terms.
Most goals are clearly
stated as learning
outcomes using
measurable terms,
specifically identifying
student knowledge and
performances.
All goals are clearly stated as
learning outcomes using
measurable terms, specifically
identifying student knowledge
and performances.
Goals reflect only
one type or level of
learning and/or goals
are insignificant,
developmentally
inappropriate, or
rote.
Goals reflect one or
two types of
learning. Learning
levels are mostly
low level rote
knowledge.
Goals reflect several
types of learning.
Levels of learning
move beyond only
knowledge and
comprehension, goals
are significant
learning
Goals reflect several types
of learning and are
significant, involve
reasoning and are
challenging.
Goals reflect several types of
learning and are significant
and challenging. Goals
include levels of thought such
as analysis, synthesis, problem
solving, reasoning, etc.
Goals are not aligned
with national, state,
or local standards
Goal alignment is
inaccurate and/or
inappropriate.
Some goals are
aligned with national,
state PASS skills and/
or local standards
Most goals are aligned
with national, state PASS
skills, and/or local
standards
All goals aligned with
national, state PASS skills,
and/or local standards
4.0
ACEI
Standard
1.0
3.1
Significance,
Challenge
and Variety
Alignment
with
National,
State or
Local
Standards
3.1
2
Indicator
Alignment
w/learning
goals
Lesson and
Unit
Structure
Use of a
Variety of
Instructional
Strategies,
Activities,
Assignments,
and
Resources
Indicator
Alignment
with
Learning
Goals and
Instruction
Unacceptable
Basic
Design for Instruction
Developing
Proficient
Outstanding
ACEI
Standard
3.1
Few learning goals
are covered in the
design. Lessons,
activities and
assignments not
aligned with goals.
Activities and
assignments do no
relate to goals.
Evidence of
organizational
structure missing.
Lessons are not
logically sequenced.
Not all learning goals
are covered in the
design. Lessons not
explicitly linked to
goals. Some
irrelevant activities
and assignments
designed.
Most learning goals
covered in design.
Most lessons explicitly
linked goals. Most
activities,
assignments, and
resources are aligned
with goals.
All learning goals
covered in design. All
lessons explicitly
linked to goals. All
learning activities,
assignments and
resources aligned with
goals.
All proficient elements met
with clarity of presentation for
easy tracking of goals,
lessons, activities,
assignments and resources.
Some evidence of
structure is present.
Some lessons are
logically sequenced.
With few exceptions,
lessons have logical
sequence and move
students toward
learning goal.
All lessons logically
sequenced and facilitate
students in achieving
learning goal.
Repetitious use of a
single instructional
strategy, activity,
assignment or
resource to the
exclusion of more
effective means.
Little variety of
instruction, activities,
assignments, and
resources. Heavy
reliance on textbook
or single resource
(i.e. work sheets).
Some variety in
instruction, activities,
assignments, or
resources, but with
limited contribution to
learning.
Appropriate variety
across instruction,
activities, assignments,
and/or resources. This
variety makes a clear
contribution to
learning.
All elements met with clarity
3.4
of presentation and
organization. Structure
promotes development of
students’ problem solving and
critical thinking skills
Variety across instruction,
3.4
activities, assignments, and/or
resources. This variety has
been targeted to meet
particular needs of the learners
in the classroom. Strategies
promote development of
students’ problem solving and
critical thinking skills
Unacceptable
Basic
Content and methods
of assessment lack
congruence with
learning goals or lack
cognitive complexity
or alignment is not
included.
Some of the learning
goals are assessed
through the
assessment plan, but
are not congruent
with learning goals in
content or cognitive
complexity
Assessment Plan
Developing
Many learning goals
are assessed through
the assessment plan
but some still are not
congruent with
learning goals in
content or cognitive
complexity.
3
Proficient
Each of the learning
goals is assessed
through the assessment
plan; a few assessments
are not congruent with
the learning goals in
content and complexity.
Outstanding
Each of the learning goals is
assessed through the
assessment plan that clearly
details the congruence in
content and cognitive
complexity.
ACEI
Standard
4.0
Clarity of
Criteria and
Standards
for
Performance
Multiple
Modes and
Approaches
Adaptations
Based on the
Individual
Needs of
Students
Assessments contain
no clear criteria for
measuring student
performance relative
to learning goals.
Assessment criteria
are not fully
developed for each
goal.
Assessment criteria
have been developed,
but they are not clear
and do not detail
student performances.
Assessment criteria are
clear and explicitly
linked to learning
goals. Assessments
promote student
development.
Assessment plan
includes only one
assessment mode and
one approach.
Assessment plan
includes only one
assessment mode and
does not assess
students before,
during and after
instruction.
Assessment plan
includes multiple
assessment modes and
assesses student
performance
throughout the
instructional sequence.
No adaptations for
assessments are
planned.
Adaptations are
acknowledged, but
are inappropriate.
Assessment plan
includes multiple
modes but all are
pencil/paper based and
do not require the
integration of
knowledge, skills, and
reasoning ability.
Teacher makes
adaptations to
assessments that are
appropriate to meet
the individual needs of
some students.
Indicator
Unacceptable
Basic
Question
web quality
Question web is not
included. Questions
are completely
inconsistent with
children’s thinking.
Project web
quality
Project web is not
included. Project
ideas are poor or
unrelated.
Question web is
included. It has
minimal questions
listed. Adds little to
the quality of the
planning process.
Project web is
included. It has
minimal project ideas
listed. Adds little to
the quality of the
planning process.
Teacher makes
adaptations to
assessments that are
appropriate to meet the
individual needs of
most students.
Assessment criteria illustrate
strong knowledge of
assessment principles and
clearly delineate student
performance levels.
Assessments promote
continuous student
development.
Assessment plan includes
appropriate and creative
assessments that measure
student performance in ways
that emphasizes assessment as
learning.
4.0
Teacher makes adaptations to
assessments that meet the
needs of all students.
3.2
Anticipatory Planning
Developing
Proficient
Outstanding
Question web has an
adequate number of
questions. Some
questions add quality
to the planning
process.
Project web has
adequate number of
ideas. Some ideas add
quality to the planning
process.
Project web has an extensive
number of ideas. Ideas
enhance the quality of the
planning process and potential
of the unit.
4
Question web has a
substantial number of
questions. Most
questions add quality to
the planning process.
Project web has
substantial number of
questions. Most ideas
add quality to the
planning process and
potential of the unit.
4.0
ACEI
Standard
Question web has an extensive 3.1
number of questions.
Questions enhance the quality
of the planning process and
potential of the unit.
3.1
Indicator
Unacceptable
Impact on
Professional
Growth
Not included
in the
narrative
statement.
Implications
for
Professional
Development
Not included
in the
narrative
statement.
Reflection
Developing
Basic
Provides
inappropriate or
illogical ideas
regarding
assignment impact.
Lacks evidence of
reflective
thoughtfulness.
Implications
identified are limited
and/or somewhat
irrelevant and/or
lack direction. Lacks
evidence of
reflective
thoughtfulness.
Proficient
Outstanding
Provides appropriate and
logical ideas regarding
assignment impact. Ideas
tend to be at a surface
level with only minimal
evidence of reflective
thoughtfulness.
Provides meaningful and
insightful ideas
regarding assignment
impact. Adequate
evidence of reflective
thoughtfulness.
Provides meaningful and
insightful ideas regarding
assignment impact. Substantial
evidence of reflective
thoughtfulness and selfevaluation.
Implications identified are
limited but relevant.
Implications lack
direction. Minimal
evidence of reflective
thoughtfulness.
Implications identified
are insightful,
meaningful, and give
direction to professional
development. Adequate
evidence of reflective
thoughtfulness, selfawareness, and a desire
for professional growth.
Implications identified are
insightful and meaningful and
give clear direction for
professional development.
Substantial evidence of reflective
thoughtfulness, self-awareness,
and a desire for professional
growth. Evidence of a personal
commitment to professional
growth.
Grammar / Written Communication Skills
Indicator
Unacceptable
Basic
Developing
Proficient
Unit is poorly written
Unit has many grammar /
Unit is communicated
Unit is well written, but
with multiple grammar writing errors which
well, but there are
there are a few writing /
Grammar /
distract from the unit’s
several writing /
grammar errors which
Communication / writing errors.
Thoughts
and
ideas
clarity
and
flow.
Many
of
grammar
errors
which
distract from the flow
Skills
are not clearly
the thoughts are disjointed cause thoughts and
of the unit.
communicated.
and/or disconnected.
ideas to be disjointed or
Written communication
unclear.
skills are below the level
of a professional teacher.
Total ________________
A = 100 – 92
B = 91 – 84
C = 83 – 74
D = 73 – 65
Comments:
5
F = 64 and below
ACEI
Standard
5.1
5.1
Outstanding
Unit is very well written;
thoughts and ideas are
clearly communicated
with no obvious writing /
grammar errors.