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: Upon graduation, students will use their writing to fluently communicate well-organized and fully developed ideas supported by evidence.
Oral Communication: Upon completion of the Core Academies, students will gain experience in presenting and discussing in front of a group
· Interactive Communication


· 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

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.)


W.H.E.R.E.T.O.
Assessment of classroom activities

4
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?
Are students guided through self-EVALUATION to identify the strengths/weaknesses in their work and set future goals?





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: