SelfassessmentRubricforCurriculumDesign

FullyPresent(2pts)
STAGE1:
IdentifyingDesired
Results:
EssentialQuestions
andEnduring
Understandings

Essentialquestions
promoteand
stimulateinquiry.
Essentialquestions
encouragestudents
totransfer
knowledgetoother
disciplinesorreal
world.
Enduring
understandingsare
alignedwith
essentialquestions.

Stage2:
Determining
Acceptable
Evidence:Authentic
PerformanceTasks

Theauthentic
performancetask
alignswiththebig
ideasoftheunitand
assuresahighlevel
ofunderstanding.
Theauthentic
performancetask
usestheGRASPS
toolsandisclear
andunderstandable
forstudents.
Theunitconsiders
variabilityamong
studentsandoffer3
ormorewaysfor
studentsto
demonstrate
understanding.

SomewhatPresent
(1pt)
Essentialquestions
promotesome
inquiry.

NotPresent(0pts.)

Transferof
knowledgetoother
disciplinesorthe
realworldis
limited.

Essentialquestions
donotencourage
transferof
knowledge.

Someofthe
Enduring
understandings
alignwiththe
essentialquestions.
Theauthentic
performancetask
alignswiththebig
ideaoftheunitbut
doesnotshowa
highlevelof
understandingfor
theunit.
Theauthentic
performancetask
usestheGRASPS
toolsbutthetaskis
notclearand
understandablefor
students.
Theunitconsiders
variabilityamong
studentsandoffers
atleast2waysfor
studentsto
demonstrate
understanding.

Essentialquestions
donotpromote
inquiry.

Enduring
understandingsdo
notalignwiththe
essentialquestions.

Theauthentic
performancetask
doesnotalignwith
thebigideaofthe
unit.
Theauthentic
performancetask
doesnotusethe
GRASPStools.
Theunitdoesnot
considervariability
amongstudents.

Stage3:Planning
Learning
Experiencesand
Instruction:

Learning
Experiences

Studentexpectations
areclearly
communicatedto
students.Students
havetheopportunity
torethinkandrevise
workandreceive
feedback.
Allactivitiesalign
withtheunitgoals.
Oneormoreofthe
activitiesapplyto
theWHERETO
elements.

Revisionandself
assessment

Studentsaregiven
opportunitiesto
reviseandrethink
theirworkpriorto
finalgrade.
Teacheroffers
feedbacktostudents

Differentiation

Unitoffersmultiple
approachesto
studentinstruction.
Approaches
include:small
group,wholegroup,
useoftechnology,
andpeer
collaboration,lab
activities,and
presentations.

Student
expectationsare
somewhatclearly
communicated.

Student
expectationsarenot
clearly
communicated.

Studentshavethe
opportunityto
rethinkandrevise
workbutdonot
receivefeedback.
Mostactivitiesalign
withtheunitgoals.
Oneormoreofthe
activitiesapplyto
theWHERETO
elements.

Studentsdonot
haveopportunityto
rethinkandrevise
work.

Studentsaregiven
opportunitiesto
reviseworkpriorto
finalgrade.
Teacherdoesnot
offerfeedbackto
studentspriorto
finalgrade.
Unitofferslimited
approachesto
studentinstruction.

Studentsarenot
givenopportunities
toreviseworkprior
tofinalgrade.
Teacherdoesnot
offerfeedback.

Approachesinclude
atleast3ofthe
following
approachesto
instruction:
Smallgroup,whole
group,useof
technology,and
peercollaboration,
labactivities,and

Approachesinclude
2orlessofthe
following
approachesto
instruction:
Smallgroup,whole
group,useof
technology,and
peercollaboration,
labactivities,and

Fewactivitiesalign
withtheunitgoals.
TheWHERETO
elementsarenot
presentinthe
activities.

Unitofferlimited
approachesto
studentinstruction.

presentations.

presentations.