*+Assessment+of+Lesson+Plans+using+UbD+and+21st+Century+Skills

Use the following standards to assess the quality of the two sample units that you are evaluating. ** Stage 1  **
 * Are the DESIRED RESULTS clear? **
 * || ** 4  **
 * Exceptional ** || **  3  **
 * Proficient ** || **  2  **
 * Some inadequacies ** || **  1  **
 * Serious **
 * inadequacies ** ||
 * 1. Are the Goals clear for students? ||   ||   ||   ||   ||
 * 2. Are the Understandings clear? ||   ||   ||   ||   ||
 * 3. Does the unit have Essential Questions? ||   ||   ||   ||   ||
 * 4. Are what students will know and be able to do clear? ||   ||   ||   ||   ||
 * ** Summary of your assessment of the clarity of goals of unit:  ** ||

** Stage 2  **
 * Is the ASSESSMENT EVIDENCE clear? **
 * ** 1.  **** Use G.R.A.S.P.S. checklist (below) to assess culminating project. ** || ** 4 **
 * Exceptional ** || ** 3 **
 * Proficient ** || ** 2 **
 * Some inadequacies ** || ** 1 **
 * Serious **
 * inadequacies ** ||
 * ** G ** || GOAL: Does the GOAL OF THE CULMINATING EXPERIENCE match the DESIRED OUTCOME? ||  ||   ||   ||   ||
 * ** R ** || ROLE: Is the role of the student clearly defined? Is it an “authentic,” that is, real life role? ||  ||   ||   ||   ||
 * ** A ** || AUDIENCE: Who will look at this product? Is it this an authentic audience? Does it go beyond the teacher? Beyond students in the class? ||  ||   ||   ||   ||
 * ** S ** || SITUATION: Is the situation authentic? ||  ||   ||   ||   ||
 * ** P ** || PERFORMANCE/PRODUCT/PROCESS: Is the performance, product, process challenging? ||  ||   ||   ||   ||
 * ** S ** || STANDARDS of PERFORMANCE: Are the CRITERIA / STANDARDS / INDICATORS OF SUCCESS for the clearly articulated? ||  ||   ||   ||   ||


 * ** 2. What is the quality of the assessments other than the culminating activity. How well can a student and the teacher monitor progress? ** ||
 * || ** 4 **
 * Exceptional ** || ** 3 **
 * Proficient ** || ** 2 **
 * Some inadequacies ** || ** 1 **
 * Serious **
 * inadequacies ** ||
 * 2. Does the unit have formative assessments, quizzes, tests, or check ins so that the student and the teacher are clear about student progress? ||  ||   ||   ||   ||
 * 3. Are the qualities expected clear or are they arbitrarily decided by the teacher? Is there a quality-based rubric? ||  ||   ||   ||   ||
 * 4. Does the student assess his or her own work and reflect on the work? ||  ||   ||   ||   ||
 * ** Summary of your assessment of the quality of assessments: ** ||


 * Stage 3: Plan Learning Experience and Instruction **
 * Best Practice: 21st Century Skills Checklist **
 * ** 21st Century Skills in the Classroom ** || ** Digital-Age Literacy ** || ** Check when this trait is present ** ||
 * **Strategic Reading **
 * Upon graduation, students will be able to comprehend, critique, apply, and identity the purpose of information gained from a reading. ** || · Basic Literacy ||  ||
 * || · Scientific Literacy ||  ||
 * || · Economic Literacy ||  ||
 * ** Technology **
 * Upon graduation, students will use various forms of technology to increase productivity foster creativity, enhance communication, facilitate collaboration, and become responsible digital citizens. ** || · Technological Literacy ||  ||
 * || · Visual Literacy ||  ||
 * **Research **
 * Upon graduation, students will demonstrate a working understanding of the research process steps. ** || · Information Literacy ||  ||
 * || · Multicultural Literacy ||  ||
 * || · Global Awareness ||  ||
 * **Problem Solving **
 * Upon graduation, students will be able to analyze a problem, select a solution strategy, monitor progress, and reflect upon a solution. ** || ** Inventive Thinking ** ||  ||
 * || · Adaptability/Managing Complexity ||  ||
 * || · Self-Direction ||  ||
 * || · Curiosity ||  ||
 * || · Creativity ||  ||
 * || · Risk-Taking ||  ||
 * || * Higher Order Thinking and Sound Reasoning ||  ||
 * || ** Effective Communication ** ||  ||
 * **Collaboration **
 * Upon graduation, students will successfully collaborate with their peers and reflect upon this collaboration ** || · Teaming and Collaboration ||  ||
 * || · Interpersonal Skills ||  ||
 * || · Personal Responsibility ||  ||
 * || · Social and Civic Responsibility ||  ||
 * **Written and Oral Communication **
 * __Written Communication: __****<span style="font-family: 'Times New Roman','serif'; font-size: 9pt;"> Upon graduation, students will use their writing to fluently communicate well-organized and fully developed ideas supported by evidence. **
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 9pt;">Oral Communication: __****<span style="font-family: 'Times New Roman','serif'; font-size: 9pt;"> Upon completion of the Core Academies, students will gain experience in presenting and discussing in front of a group ** || · Interactive Communication ||  ||
 * || · <span style="font-family: 'Calibri','sans-serif'; font-size: 10pt;">Prioritizing, Planning, and Managing for Results ||  ||
 * || * Effective Use of Real-World Tools ||  ||
 * || * Relevant, High-Quality Products ||  ||
 * ** Summary of your assessment of the 21st century skills ** ||
 * ** Summary of your assessment of the 21st century skills ** ||

** Stage 4: Assessment of Unit **
 * ** FACETS OF UNDERSTANDING **
 * Check off each facet used. ** ||
 * ** Explanation ** ||  ||
 * ** Interpretation ** ||  ||
 * ** Application ** ||  ||
 * ** Perspective ** ||  ||
 * ** Empathy ** ||  ||
 * ** Self-knowledge (Reflection) ** ||  ||
 * ** Summary of your assessment of the focus on understanding by the unit. (Not all facets can be used in all units.) ** ||

Assessment of classroom activities || ** 4 ** Are students guided through **self-EVALUATION** to identify the strengths/weaknesses in their work and set future goals? ||  ||   ||   ||   ||
 * ** W.H.E.R.E.T.O. **
 * Exceptional ** || ** 3 **
 * Proficient ** || ** 2 **
 * Some inadequacies ** || ** 1 **
 * Serious **
 * inadequacies ** ||
 * ** W ** || Do students know **WHERE** they are headed and **WHY** ? ||  ||   ||   ||   ||
 * ** H ** || Are students **HOOKed** and **HELD** through engaging and thought-provoking experiences that point toward big ideas, essential questions, and performance tasks? ||  ||   ||   ||   ||
 * ** E ** || Are students **ENGAGEd** in **EXPLORING** the big ideas and essential questions? Do students need a great deal of instruction to EQUIP them for the final performance? ||  ||   ||   ||   ||
 * ** R ** || Do students **REFLECT** and **RETHINK** to dig deeper into the core ideas? Are students guided to **REVISE** and **REFINE** their work based on feedback and self-assessment? If necessary, are students given time to **REHEARSE** for their final performance? ||  ||   ||   ||   ||
 * ** E ** || Is it clear the way in which students **EXHIBIT** their understanding through final performances and products?
 * ** T ** || Is work **TAILORED** to individual needs, interests, brain dominances, modes of learning, styles, and intelligences? ||  ||   ||   ||   ||
 * ** O ** || Is the work **ORGANIZED** for maximal engagement and effectiveness? ||  ||   ||   ||   ||
 * ** Summary of your assessment of the sequence of activities in the unit: ** ||