TIM Curriculum Project Rubric
Specific Criteria for Acceptable Performance
TIM Curriculum Project Elements:
• Overall structure of the Project (What does it include? Who? Why? How will it be used? Etc.)
• Individual Lesson Design Elements (goals, materials, activities in three stages)
• Assessment (implementing and evaluating OR getting feedback from peers/audience on design)
Dimension
Format
Basic
Elements
Weaving
creativity
into content
Unacceptable (
points)
Inadequate (
point)
Acceptable ( points)
Excellent ( points)
Disorganized,
with a number of
disjointed parts.
Fairly well
structured, but
organization of
materials could be
improved.
Generally Professional
looking; adheres to all
general guidelines for
format.
Professional looking;
adheres to all general
guidelines for format;
visually appealing, has
style and design
elements.
Missing one or
more basic
elements, or
individual
elements
inadequately
addressed.
Inadequate attention
paid to one or more
elements, some
gaps, lacks some
polish in form and
content.
Considerable attention
paid to providing
appropriate information
to explain all
components. Detail is
generally good, elements
are original and useful.
Goals are well stated
and document is
professionally written.
An exemplary job of
addressing basic and
original elements;
provides reader with
clarity of intent and
ability to follow outline
and components easily.
Includes adequate detail.
Goals are well stated and
document is
professionally written.
Fails to weave
creativity into
content and/or
provide activities
that address
content and
creativity goals.
Does a piecemeal
job of weaving one
creativity element
into content. Gaps
in the three stage
application.
Somewhat implied
but not a strong
element.
Professionallydeveloped content and
creativity goals outlined
and delivered through all
three stages in a way
that makes sense and
strengthens the content
lesson.
Fine attention to detail
shown. Creativity goal
enhances the content
lesson significantly and
is a strong component in
all three stages of
Heightening
Anticipation, Deepening
Expectations and
Extending the Learning
Uses three to four
forms of traditional
assessment only; no
concern for
alternative forms of
assessment such as
special projects,
competitions, etc.
Uses variety of
assessments to
determine student
performance suitable to
assessing achievement
of stated goals, both as a
whole project and
individual lessons.
In addition to criteria
stated previously,
Considerable detail is
provided about how the
individual lessons were
assessed and goals as
outlined were achieved.
Fails to include
considerations for
assessments; uses
two or fewer types
Assessments
of assessment.