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CATEGORY |
4 |
3 |
2 |
1 |
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The design focuses on the big ideas of the targeted content |
The project's technology use effectively supports the big ideas
of the unit. It affords new possibilities and understanding. The
project's uses of technology directly supports the ISTE and NCTE
standards |
The project's technology use effectively supports content,
curriculum and big ideas. It also addresses the ISTE and NCTE
standards |
The project has a tenuous connection to the course curriculum
and big ideas of the unit.. The technology use addresses some
but not directly supports the ISTE and NCTE standards. |
The project has no connection to class content or the unit goals
and does not support the ISTE and NCTE standards. |
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The assessments provide fair, valid, reliable, and sufficient
measures of the desired results |
Multiple forms based on the UBD Continuum of Assessments are
used to provide both ongoing and culminating data which clearly
and fully demonstrates student understanding of the targeted
essential questions. |
Multiple forms based on the UBD Continuum of Assessments are
used to provide both ongoing and culminating data which
demonstrates student understanding of the targeted essential
questions. |
Some forms based on the UBD Continuum of Assessments are used to
provide both ongoing and culminating data which somewhat
demonstrates student understanding of essential questions. |
One form of the UBD Continuum of Assessments is poorly used to
provide either ongoing or culminating data. It gives little data
to show student understanding of the essential questions. |
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The learning plan is effective and engaging |
The project is
complete, deep, well-scaffolded and adaptable. It offers
extensions for more motivated or experienced learners and/or
adaptations for students with special needs or learning style
preferences. Students have opportunities to actively engage with
the concepts and with technology by creating or designing a
product themselves.
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The project is complete, goes into depth as appropriate and
provides some adaptations for students with special needs or
learning style preferences. The teacher has considered
scaffolding learning for both beginning and advanced students
and fades away when appropriate. Students explore concepts by
designing and creating a product. |
The project may be complete, but lacks depth. It does not offer
strategies or adaptations for students with special needs or
learning style preferences. The class time invested in the
project may be too great given its education value. |
The project seems incomplete or poorly conceived. The project’s
scope is too large or too small. The teacher has not considered
student learning needs. |
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The entire unit is coherent with the elements of all three
stages aligned. |
The internal unit design has strong and demonstrable congruence,
continuity and alignment of the three UBD design stages.
|
The internal unit design has demonstrable congruence, continuity
and alignment of the three UBD design stages. |
The internal unit design has some demonstrable congruence,
continuity and alignment of the three UBD design stages.
|
The internal unit design poor demonstrable congruence,
continuity and alignment of the three UBD design stages.
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