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Excellent |
Good |
Poor |
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Student Learning |
- Unit Plan requires students to interpret, evaluate, theorize and/or synthesize information.
- Targeted learning objectives are clearly defined, well articulated, and supported by the Essential and Unit Questions.
- Student samples address the Unit Questions in a meaningful way.
- All learning objectives clearly align with state frameworks, content standards, and benchmarks of the subject area(s).
- Unit Plan has well-defined accommodations to support a diversity of learners.
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Unit Plan requires students to analyze and apply information, solve problems, and/or make conclusions.
Targeted learning objectives are defined and moderately supported by the Essential and Unit Questions.
Student samples moderately address the Unit Questions in a meaningful way.
Some learning objectives align with state frameworks, content standards, and benchmarks of the subject area(s).
Unit Plan offers minimal accommodations to support a diversity of learners. |
Unit Plan requires students to define, identify, describe, and/or summarize. Very little, if any, higher-level thinking required.
Targeted learning objectives are vague and not clearly supported by the Essential and Unit Questions.
Student samples do not address the Unit Questions in a meaningful way.
Relationship between learning objectives and state frameworks, content standards, and benchmarks is unclear.
Unit Plan does not accommodate a diversity of learners.
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Integration of Technology |
- Proposed technology use is engaging, age appropriate, beneficial to student learning, and supportive of higher-level thinking skills.
- Technology is integral to the success of the Unit Plan.
- A clear relationship between the use of technology and student learning is exhibited by the student samples.
- Use of technology enhances the Unit Plan by using the computer as a research tool, a publishing tool, and a communication device.
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Proposed technology use is engaging and age appropriate, but it is unclear as to how it enhances student learning.
Technology is important, but not integral, to the Unit Plan.
A limited relationship between the use of technology and student learning is exhibited by the student samples.
Use of technology is limited to using the computer as a research tool, a publishing tool, or a communication device. |
Proposed technology is not age appropriate, nor engaging, and does not enhance student learning.
Importance of technology to the Unit Plan is unclear.
No relationship between the use of technology and student learning is exhibited by the student samples.
Unit Plan does not take advantage of research, publishing, and communication capabilities.
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Implementation |
- Unit Plan provides a well-developed model and guideline for implementation.
- Unit Plan can be easily modified and implemented in a variety of classrooms.
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Unit Plan provides a model for project replication, but the model needs more complete guidelines.
Unit Plan might be applicable to other classrooms. |
Unit Plan model and guidelines for replication lack clarity.
Unit Plan is limited to the teacher’s own classroom.
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Student Assessment
and Evaluation |
- Instrument(s) for authentic assessment and evaluation are included.
- A clear relationship is evident between learning objectives and assessment of student learning.
- Assessment tools contain topic-specific criteria in order to serve as a helpful scaffold for students.
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Instrument(s) for assessment of most targeted objectives are included.
Some relationship is evident between learning objectives and assessment.
Assessment tools contain some topic-specific criteria, but may be unclear to students. |
Instruments for assessment of targeted objectives are not included or the assessment does not match the targeted objectives.
Relationship between objectives and assessment tool is unclear.
Assessment tools contain only general criteria.
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