Design+Standards+Scoring

=**UbD Unit Design - Design Standards**=

This template may be used in three ways
 * //As a reference point during design.// You can periodically check to see, for example, if the identified understandings are truly big and enduring, or if the assessment evidence is sufficient.
 * //For use in self-assessment and peer reviews of draft designs.// You and your peers can use the criteria to examine your draft unit to identify needed refinements.
 * //For quality control of completed designs.// I will use these standards to score your completed Unit Design.

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 * ~ **How will we judge our unit designs?**
 * **Stage 1 - Identify Desired Results** || Extensively || Somewhat || Minimally ||
 * **//To what extent are the targeted understandings...//**
 * Big ideas at the heart of the discipline (as opposed to basic facts and skills) in need of //uncoverage?//
 * Based on appropriate established goals (standards, benchmarks,sylabus)? 
 * Targeted understandings framed by questions that spark meaningful connections, provoke genuine inquiry and deep thought?
 * Framed by provocative //essential// and //unit// questions?
 * Related to identified skills which are valid and relevant? ||  ||   ||   ||
 * **Stage 2 - Determine Acceptable Evidence** ||  ||   ||   ||
 * **//To what extent are...//**
 * Students asked to demonstrate their understanding through authentic performance tasks?
 * Appropriate criterion-based scoring tools used to evaluate student products and performances
 * A variety of appropriate assessment formats used?
 * Assessments used as feedback for students and teachers, as well as for evaluation?
 * Students encouraged to self-assess ||  ||   ||   ||
 * **Stage 3 - Plan Learning Experiences and Instruction** ||  ||   ||   ||
 * **//To what extent will...//**
 * Students know //where// they're going (the learning goals) and //why// the material is important, and //what is required of them// (in terms of unit goals, performance requirements, and evaluative criteria)?
 * Students be hooked and //engaged// in digging into the big ideas of the unit (through inquiry, research, problem solving, and experimentation)?
 * Students receive explicit instruction on the knowledge and skills needed to //equip// them for the required performances?
 * Students have opportunities to //rehearse//, //revise//, and //refine// their work based on feedback?
 * Students //self-assess// and set goals prior to the conclusion of the unit? ||  ||   ||   ||