Rubric+Examples


 * || ** 3 (Exceeds Expectations)  **  || **  2 (Meets Expectations)  **  || **  1/0 (Needs More Time or Support)  **  ||
 * ** Essential Questions  **  ||  Provides the main questions related to the big idea

Questions are focused on the learning goals

Questions are relevant to the lesson and the students

Questions are written in student friendly language appropriate for the grade level  ||  Provide some questions related to the big idea

Questions are created with the learning goals in mind Questions are relevant to the parts of the lessons  ||  Questions are not related to the big idea

Questions are vague

Questions are not relevant to the unit

Questions are not stated in vocabulary that is age appropriate  ||
 * ** Learning Goals  **  ||  Big idea(s) and essential questions are stated.

Learning goals are aligned with learning categories: knowledge, reasoning, and products/ performances

Learning goal are appropriate for the big idea and essential questions. || Big idea(s) and essential questions are stated.

Learning goals are provided but may not be aligned with the three categories.

Learning goals are appropriate for the big idea and essential questions  ||  Big idea(s) and/or essential questions are not stated.

Learning goals are not provided or are not appropriate for the big idea and essential questions. ||
 * ** Use of Diagnostic Assessment  **  ||  Provides insightful information that will lead to developing activities towards the learning goals.

One or more provide information about a student’s family and/or community. || Provides some information about basic understanding.

At least one provides information about a student’s family and/or community  ||  Provides little information about individual understandings of the concept.

No information provided about student’s family or community. ||
 * ** Use of Formative Assessment  **  ||  Provides students with timely feedback, which includes goal setting.

Enriches the learning.

Includes several approaches for demonstrating understanding (i.e. selected response, constructed response, product, performance)

One or more assessments involve student self-assessment  ||  Provides students with timely feedback.

Assessment is aligned with learning

Includes one or two approaches.

At least one involves student self-assessment  ||  Provides students with feedback in an untimely manner.

Assessment may not be aligned with learning goals

Assessment limited to one approach

No evidence of student self-assessment  ||
 * ** Use of Summative Assessment  **  ||  Addresses all learning goals specified.

Exceptionally clear questions.

|| Addresses some learning goals.

Generally clear questions. || Does not address learning goals.

Lacks clarity in questioning. ||
 * ** Use of Performance Assessment  **  ||  Outline of performance task is thorough and clearly stated

The assessment is authentic and requires students to demonstrate their learning in a new way.

The assessment enriches the learning.

Allows for students to make personal choices.

Rubric is included with input from students  ||  Outline of performance tasks gives details of expected product

Assessment allows the students to have a choice in how they complete

Task is aligned with state learning goals

Rubric is provided for self assessment  ||  Outline of performance task is not provided.

Assessment is not aligned with learning goal

The students are not given multiple options to choice from for completing the assessment

Rubric is not provided or is not thorough  || - assessment format - unit theme - example of performance tasks
 * ** Creativity  **  ||  Provides visual representation of:

Information is presented in a unique format

Presented in a manner that is engaging to the students  ||  Provides visual representation of: - assessment format -example of performance tasks

Information is presented in an engaging way  ||  Lacks visuals representation

Presented in a way that is not interesting or engaging to students  ||