Unit/Lesson Development Rubric
Name:
Name of Project:
Name of Implemented Performance Task:
NOTE: Your completed unit and implemented performance task (and example materials) should be turned in both
electronically (on disk or sent as an email attachment) and hard copy. If you wish a hard copy with notes returned please turn
in a second copy in a SAS stamped envelope.
As you put this together remember that you are demonstrating your efforts at a new way to think about the design of
curriculum, instruction and assessment. You are the content experts. You are trying a new lens for opening that content to
students.
Section
Summary Points
Summary
Framework and
Pedagogical
Approaches
Emerging
(needs additional work to be
acceptable)
0
No summary included or
two or more of the necessary
components are missing
0
No rational given or just
listed.
Essential Question &
Enduring
Understanding Points
Essential Question
Enduring
Understandings
Goals and Objectives
& Standards Points
Goals and objectives
(includes Key
Knowledge and Skills)
0
Essential question is narrow
and can be answered with
one correct answer.
Enduring understandings
read as goals or objectives
Meets Most Requirements
(meets the acceptable
standard by demonstrating
understanding of the
framework but not excellent
implementation)
1-2
Summary included but one
of the important components
needed for full
understanding by the reader
are missing.
1-2
Exemplary
(meets the standard of
excellence and demonstrates
exemplary understanding
and implementation of the
framework)
3
Summary includes all
necessary components for
the reader’s full
understanding.
Rational for Framework
given with only facts related
to its components.
Pedagogical Approach
stated as facts about
approach.
1
Rational for Framework
given with an understanding
of how it relates to teaching
and learning. Pedagogical
Approach links to the unit.
The essential question is
important but may be
described as an important
knowledge or skill.
Lists topic goals that are too
specific and could be unit
objectives. They are not
connected to authentic
situations.
The essential question is a
big idea or core concept and
is global in nature.
Skills and application appear
2-3
2
Describes the most
important understandings
that will emerge from the
unit. These understandings
are useful and valid in
authentic settings outside of
school.
3-4
Objectives clearly stated but
all of the elements needed to
provide the needed
knowledge and skills for the
enduring understandings
Lists the objectives students
must meet in order for the
enduring understandings to
develop. Objectives clearly
reflect the ILS with which
1
Unclear and do not link to
the essential question or
enduring understanding.
3-4
1
the same.
have been included. Some
links to the ILS learning
standard may be missing.
Skills are clearly different
then the application task.
Standards
Incomplete correlation to
ILS or NETS standards or
Standards listed only by
numbers.
Appropriate ILS standards
are fully identified by letter,
number and text and NETS
standards clearly identified
in the same way.
Know and Do
Assessment Strategies
Points
Assessment Strategies
and Acceptable
Evidence
(Remember that the
key assessment is how
YOU will know that
the student has gained
the identified
understanding. Will
you be able to answer
that question! The
performance task
assessments should
link back or be a part
of that plan)
Performance Task and
Implementation
Planning
Performance Tasks
(learning experiences,
lesson description,
assessment method)
5
Consists only of traditional
evaluation methods such as
true-false, multiple choice or
short answer questions.
No clear assessment tool
that can be linked to the task
objectives.
6-9
they are linked.
Knowledge and skills are
applied and the verbs
indicate areas of
understanding and the
implementation of the
framework.
ILS standards and NETS
standards clearly listed and
stated directly from the
standards. NETS standards
have an identifier that links
them to the place in the unit
(performance task or
assessment) in which they
appear.
Includes what students will
know and be able to do as a
result of the unit.
10-12
Measures tasks, standards
and objectives and includes
several different strategies.
May or may not be
integrated thought the
project. May be only
project-based or fairly
traditional.
Authentic assessment
strategies are integrated
throughout the project in
addition to the key
assessment that will provide
the identified evidence that
the goals and objectives of
the unit have been met.
Rubric or other assessment
tool used that links to
objective but no clear link to
the enduring understanding
assessment plan. The
designer can demonstrate
that this is a form of
authentic assessment. (From
expanded Performance
Task)
Includes a variety of
strategies, e.g. portfolio,
rubric, performance tasks,
peer review or culminating
projects
5-7
Rubric or other assessment
tool used that links to
objective and has clear link
to the enduring
understanding assessment
plan. The assessment tool
can clearly be identified as
authentic to the task. (From
expanded Performance
Task)
8-10
Each task reflects
curriculum objectives. Some
but not all of the key
components are identified.
Too few tasks are described
Each task reflects
curriculum objectives and
description of the pedagogy,
which of the understandings
will be implemented, the
4
2
to meet the unit objectives
and standards.
Technology Use Points
Technology Tools
technology being used (if
appropriate) and an
overview of the assessment.
. At least some of them ask
the student to ‘do’
something and use verbs that
indicate the kind of
understanding being
developed.
3
4-6
7-9
Add-on, little connection to
concept or objective.
Technology tool(s) clearly
linked to the performance
task. Effort has been made
for the curriculum focus to
guide the choice of the tool.
Technology tool(s)
meaningful and transparent
in the task with which
it(they) is (are)linked and
provides an authentic,
hands-on experience for the
student as well as modeling
on the part of the teacher.
Technology tools are
identified in the
performance task list
and the use explained
and expanded in the
implemented lesson.
Implementation of Performance Task – Individual Lesson
Title of Task:
Instructional elements
points
Instructional elements
of Performance Task
Form
Reflection Component
Points
Reflection Component
All materials turned in
as requested.
5
6-8
9-11
Not all of the instructional
elements are completely
filled in to indicate
completion of instruction.
Supplementary materials are
omitted. Use of technology
mentioned but not expanded
on,
All instructional elements
are complete showing the
lesson was completed and
supplementary materials are
included. No discussion of
how the UBD framework
was implemented.
Description of how
technology was used.
1
2-4
The lesson is fully described
and supplementary materials
are included. Includes
discussion of the
pedagogical approach and
the ways in which the lesson
linked back to the final
assessment for
understanding. Discussion
of why the technology used
was most appropriate for
this task.
5-6
Responses are not complete
and do not link back to the
UBD framework.
While all questions are
answered there is little depth
or thoughtfulness in the
responses.
Missing more than one
element 0 pts.
Missing one element 1 pts.
3
Responses in the reflection
section are thoughtful,
meaningful and link directly
to the unit and lesson being
taught and the UBD
framework.
Complete 3 pts.