Understanding By Design Rubric for Unit Design
Element
Desired Results
The extent to which
the goals are clarified,
communicated and
meet rigorous
expectations.
3
2
1
1. The listed transfer goals
specify desired long-term
genuine accomplishment
and reflect high
expectations for all
students
The transfer does not require
students to transfer their
learning or does not meet
the necessary rigor for CCR
2. The identified
understandings reflect
important, transferrable
ideas
The identified Understandings
are not clearly connected to
big ideas, patterns, or
themes. They may be written
as “Truisms”
The identified understandings
are written as a topics or
skills: i.e. “Students will
understand fractions”.
“Students will find the main
idea”.
The identified knowledge and
skills are somewhat aligned to
understanding or transfer
goals. The knowledge and
skills are not critical or
relevant to being able to
understand or transfer.
There isn’t a transfer goal
identified or the goal does
require transfer of skills
(students are not
expected to do something
new or autonomously)
and the goal does not
meet necessary rigor for
CCR
There are not
Understandings identified.
The focus is on content or
topics of study
3. The identified
understandings are stated
as full sentence
generalizations- “Students
will understand that…”
4. The identified
knowledge and skill are
needed to address the
established goals, achieve
the targeted
understanding(s) and
support effective transfer
Evidence
Assessment evidence
is valid and sufficient
to reveal students
Unit
1
Unit
3
Feedback/Guidance
There are no
understandings identified
The identified knowledge
and skills are not aligned
to the transfer and
understanding goals
5. Essential Questions
are compelling, openended, and thought
provoking. They are also
designed to elicit
discussion
Essential Questions are not
broad enough to allow for
inquiry or divergent thinking.
The questions have one right
answer.
There are no Essential
Questions or the I Can
statements are not
connected to an Essential
Question
6. Evaluative criteria for
each assessment is
aligned to desired results
Evaluative criteria for each
assessment is partially aligned
with desired results
Evaluative criteria for
each assessment is not
aligned with desired
results
Adapted from Understanding by Design to Creating High Quality Units
Edgington
Unit
2
Adapted by: NWRPDP, Deighton; Campbell; Smith;
2012
Understanding By Design Rubric for Unit Design
Element
3
2
1
Unit
1
7. The specified
assessments include
authentic transfer tasks
based on one of more
facet of understanding
8. The specified
assessments provide valid
evidence for students to
reveal their attainment of
T, M, A goals
The specified assessments
include tasks that don’t
require understanding or are
not connected to an “reallife” situation.
The specified assessments
don’t clearly provide evidence
of learning. A student can
understand and not do well
on the assessment or a
student can “pass” and not
understand.
The specified assessments are
not sufficient enough to infer
or determine a student’s
attainment of the T,M, A
goals or are not varied to
allow for different ways of
knowing
The specified assessments
don’t include authentic
transfer tasks and don’t
measure understanding.
The learning plan is not
balanced for the identified
goals or assessments. For
example, too much not
acquisition and not enough
meaning-making or
opportunities to practice
transfer.
The learning plan is effective
for some students. Not all
students are challenged or
understand the rationale for
the work
The learning plan is not
aligned with the goals or
corresponding
assessment. The
emphasis is on coverage;
the activities don’t allow
for meaning making or
transfer
The Learning plan is
ineffective and not
designed to meet the
needs of students.
The Learning Plan includes
formative assessments but
The Learning Plan does
not include formative
Unit
2
Unit
3
Feedback/Guidance
attainment of goals.
9. The specified
assessments provide
sufficient opportunities
for students to reveal
their attainment of T, M,
A goals (varied and
provide multiple pieces of
evidence)
Learning Plan
Should be effective
and engaging
10. Appropriate learning
plan is aligned with goals
(T,M,A) and
corresponding
assessments
11. The Learning plan is
designed to be effective in
which all students are
challenged , make
progress and understand
the purpose of and
rationale for their work
12. The Learning Plan
ensures formative
Adapted from Understanding by Design to Creating High Quality Units
Edgington
The specified assessments
are written in format
mode and don’t describe
the evidence against
which we will assess their
progress
The specified assessments
are not sufficient and do
not allow for different
ways of knowing,
understanding, or
transferring.
Adapted by: NWRPDP, Deighton; Campbell; Smith;
2012
Understanding By Design Rubric for Unit Design
Element
3
assessments guide
instruction and assess
progress toward goals
13. Learning plan is
designed to be engaging
for all students, where
meaningful tasks are
centered around big ideas
utilizing differentiated
instructional strategies
2
the assessments don’t
provide the appropriate
evidence or they are not used
to guide instruction
Learning plan is designed
around big ideas but does not
use choice or variety to
differentiate for diverse
learners.
Adapted from Understanding by Design to Creating High Quality Units
Edgington
1
Unit
1
Unit
2
Unit
3
Feedback/Guidance
assessments
Learning plan enlists a
“one size fits all”
approach to instruction
Adapted by: NWRPDP, Deighton; Campbell; Smith;
2012