A

Sample PYP Planner Rubric

Central
Idea and
lines of
inquiry
Assessment

Teacher
Questions

The central idea is global, clearly

related to the organizing theme
and makes sense; the lines of
inquiry are directly related to the
central idea and clarifies/focuses
it

The central idea is global but not

directly related to the organizing
theme; the lines of inquiry
focuses on some aspects of the
central idea

The central idea is not global

and/or directly related to the
organizing theme and needs
editing to make sense; the lines
of inquiry are not significantly
related to the central idea

There is a clear connection

between Stage 1 and what is
being assessed summatively;
how students prior knowledge
is assessed is clearly indicated;
formative assessment focuses
in particular on the
acquisition/application of
trandisciplinary skills.
Opportunities for student peer &
self assess/reflection are clearly
planned for
The teacher questions are few in
number, invite genuine student
inquiry across the relevant key
concepts, get to the essence of
the inquiry as stated in Stage 1

There is some evidence of

connection between Stage 1
and what is being assessed
summatively; how students
prior knowledge is assessed is
mentioned and there is
evidence of some formative
and summative assessment.
Student self assess/reflection
is anticipated

There is minor indication

assessment of student prior
knowledge and/or formative
and/or summative
assessment tasks or
indicators.
Planning opportunities for
students to self
assess/reflection are poor or
inadequate

The central idea is not global

and directly related to the
organizing theme or there is
no central idea or inquiry; the
lines of inquiry are not
related at all to the central
idea
There is little or no
evidence of formative and
summative assessments or
it does not make clear what
the tasks or indicators of
the assessment will be.
There are no opportunities
for students to self assess
identified

Some teacher questions lack

power to provoke genuine
student inquiry across the
relevant key concepts most
address the essence of the
inquiry as stated in Stage1
Most of the activities are
related to the teacher key
questions; they are varied and
take into account ability and
learning styles.
There is some indication of
space for student self directed
inquiry
The resources list is somewhat
varied and realistic and some
technology is included if
appropriate
There is some evidence of
teacher(s) reflection during/after
the unit on the appropriateness
and significance of the central
idea/inquiries; the power of the
key questions; the value of the
activities and the effectiveness
of the assessments for
assessing student conceptual
understanding, skills and
attitudes.
There is some reference to
student participation & reaction
in the unit
The teachers overall evaluation
of the unit is supported with
some evidence of how that
evaluation was reached;
There is some evidence of
student reaction and/or input

Many of the teacher questions

lack power/focus or do not get
at the essence of the central
idea & inquiry as stated, or do
not invite genuine student
inquiry
Some of the activities are
related to the key questions.
The activities miss some
important learning
opportunities, and/or do not
explore the potential for
differentiation and inquiry

The teacher questions are

trivial, are not at all related to
the essence of the central
idea and/or inquiry as stated
and do not invite genuine
student inquiry
Many activities are not
specifically related to the
key questions

The resources list is somewhat

varied or somewhat realistic
and inclusion/exclusion of
technology is questionable
There is very little or
unbalanced evidence of
teacher(s) reflection/evaluation
of the various dimensions of the
unit. Reference to student
participation & reaction to the
unit is superficial

The resources list is clearly

inadequate to support
teacher/student inquiry in the
unit
There is no evidence that the
teacher has been reflective
or evaluative about the unit

There is very little evidence of

the teachers overall evaluation
of the unit or of how it was
reached.
There is very little evidence of
student reaction and/or input

There is no evidence of the

teachers overall evaluation
of the unit;
There is no evidence of
student reaction and/or input

The activities are clearly driven

Learning
engagements by the teacher and student

questions. They clearly allow

for differentiation and for
student self directed inquiry and
choice of activity

Resources

The resources list is substantial

and varied and technology is
included if appropriate

Achievement There is clear evidence of

teacher(s) reflection during/after
of Purpose

the unit on the appropriateness

and significance of the central
idea/inquiries; the power of the
key questions; the value of the
activities and the effectiveness of
the assessments for assessing
student conceptual
understanding, skills and
attitudes.
There is clear reference to
student participation & reaction in
the unit
The teacher(s) overall evaluation
of the unit is clearly made and
supported with convincing
evidence;
There is evidence of student
reaction and/or input

Assessing an IB Planner
Topic of Inquiry:


Criteria
Stage

Explores significant content, worth

knowing
Has a global perspective
Central
Idea
Reflects the overall theme
Is a clear, precise statement
Is developmentally appropriate
Duration
Time allocation is realistic
Are appropriate
Resources
Specific details given for later use
Adequate and varied
Reflect Central Idea and Inquiry
Are open ended
Are developmentally challenging
Key
Questions
Are concept based
Are clear and precise
Are guiding questions
All stem from the key questions
Are developmentally appropriate
Relate to the student outcomes
Are varied:
individuals/pairs/group/class
Activities
Allow for development of skills
Allow for a range of student abilities
Allow for a variety of learning styles
Allow for student initiative
Includes What we know
Consists of formative and
summative
Allows for individual differences
Assessment
Allows students to assess own/peer
progress
Uses a variety of strategies
Summative is linked to Central Idea
Suggests/allows students to
Action
consider a range of actions
Gives clear idea of perceived
Reflection
strengths and weaknesses

Year Level:
High

Medium

Low

Not at Comments
all

Evaluating the POI at grade level

Transdisciplinary
Theme

nt Idea

Significant

Relevant

Engaging

Challenging

Who we are

Where we are in
time and place

How we express
ourselves

How the world

works

How we organize
ourselves

Sharing the planet

Significant

Is the subject matter really worth knowing?

Is this knowledge that is a prerequisite for further learning at a later date?

Does it allow for more than superficial coverage of important concepts at this time?

Does it allow for multiple perspectives?

Relevant

Is it worth knowing for all students of all cultures?

Does it allow learning to take place in meaningful and authentic contexts?

Does it build on students prior knowledge and experience?

Does it address issues of how people make sense of their experiences and the world around them?
Engaging

Is it age and developmentally appropriate?

Will it allow students to apply their experience, prior knowledge and skills?
Will it allow for and promote the use of multiple resources?
Will it allow for consideration of issues from the perspectives of many disciplines and / or cultural viewpoints?

Challenging

Will this allow for multiple intelligences and ability levels?

Will it encourage students to construct their own meaning?

Will it challenge students to question their perspectives and support their opinions?

Will it develop acceptance for and expectation of complexity?

Comments

Evaluation of the
Transdisciplinary Theme

Age

Unit Title

Focus

Total

Duplication

Comments

3-4
4-5
5-6
6-7
7-8
8-9
9-10
10-11
11-12

S = Significant

E = Engaging

R = Relevant

C = Challenging

Add up to 5 points for each Yes answer

Is the subject matter really worth knowing?
Is this knowledge that is a prerequisite for further learning at a later date?
Does it allow for more than superficial coverage of important concepts at
this time?
Does it allow for multiple perspectives?
Add up to 5 points for each Yes answer

Is it worth knowing for all students of all cultures?
Does it allow learning to take place in meaningful contexts?
Does it build on students prior knowledge and experience?
Does it address issues of how people make sense of their experiences and
the world around them?
Add up to 5 points for each yes answer

Is it age and developmentally appropriate?
Will it allow students to apply their experience, prior knowledge and skills?
Will it allow for and promote the use of multiple resources?
Will it allow for consideration of issues from the perspectives of many
disciplines and/or cultural viewpoints?
Add up to 5 points for each Yes answer

Will this allow for multiple intelligences and ability levels?
Will it encourage students to construct their own meaning?
Will it challenge students to question their perspectives and support their
opinions?
Will it develop acceptance for and expectation for complexity?