ASSESSMENT TOOLS
Here are to templates that I adapted from our UbD book. I spent a few hours on the internet looking at assessment tools used in UbD and they all seem to have something similar to this and this format seems to fit almost any learning activity. Look it over and make changes as you see fit. I would think our expected level of performance would be at "indepth, perceptive, able . . ." for the Learning Activity and at the highest level for the self-reflection. Just my thoughts on that. Donna


The Learning Activity Assessment Rubric
Explanation
Interpretation
Application
Perspective
Sophisticated and Comprehensive:
unusually thorough, fully supported, verified, justified information given for the task.
Insightful: powerful and illuminating interpretation or analysis of the important components of the learning activity.
Masterful: fluent, efficient, able to use knowledge and skill and adjust understandings within diverse and different contexts.
Insightful and Coherent: thoughtful, encompasses plausible perspectives; takes a critical view of the issues involved.
Systematic:
Going beyond what is obvious, makes subtle connections; novel thinking displayed with the task.
Revealing: a thoughtful interpretation of the learning activity.
Skilled: competent in using knowledge and skill and adapting understanding.
Thorough: fully developed and coordinated critical view.
In-depth: reflects some in-depth and personalized ideas; going beyond the given.
Perceptive: a reasonable interpretation or analysis of importance, meaning and significance of the big idea of the learning activity.
Able: limited but growing ability to be adaptive and innovative in the use of knowledge and skill.
Considered: a reasonably critical and comprehensive look at major points of view in the context of his/her own; makes clear that there is plausibility in other points of view.
Developed: an incomplete account but with apt and insightful ideas.
Interpretation:
A plausible interpretation of the importance, meaning, or significance of the learning activity.
Apprentice: relies on a limited repertoire of routines, able to perform well in a few familiar or simple contexts; limited use of judgment and responsiveness to feedback and situation.
Aware: knows of different points of view and somewhat able to place own view in perspective, but weakness in considering worth of each perspective or critiquing each perspective, especially own.
Naïve: superficial account; more descriptive than analytical or creative; a fragment or sketchy account of facts and ideas.
Literal: a simplistic or superficial; little or no interpretation of the importance or significance of the learning activity.
Novice: can perform only with coaching or relies on highly scripted, singular “plug-in skills, procedures, or approaches.
Uncritical: unaware of differing points of view, prone to overlook or ignore other perspectives.
Adapted from Understanding by Design, Grant Wiggins & Jay McTighe.



Self-Reflection Rubric Assessment Tool
Explanation
Interpretation
Application
Perspective
Self-Knowledge
Sophisticated and Comprehensive:
unusually thorough, fully supported, verified, justified information given for the task.
Insightful: powerful and illuminating interpretation or analysis of the important components of the learning activity.
Masterful: fluent, efficient, able to use knowledge and skill and adjust understandings within diverse and different contexts.
Insightful and Coherent: thoughtful, encompasses plausible perspectives; takes a critical view of the issues involved.
Wise: deeply aware of the boundaries of own and others understanding; able to recognize own prejudices and able to act own understanding.
Systematic:
Going beyond what is obvious, makes subtle connections; novel thinking displayed with the task.
Revealing: a thoughtful interpretation of the learning activity.
Skilled: competent in using knowledge and skill and adapting understanding.
Thorough: fully developed and coordinated critical view.
Circumspect: aware of own ignorance and that of others; aware of own prejudices.
In-depth: reflects some in-depth and personalized ideas; going beyond the given.
Perceptive: a reasonable interpretation or analysis of importance, meaning and significance of the big idea of the learning activity.
Able: limited but growing ability to be adaptive and innovative in the use of knowledge and skill.
Considered: a reasonably critical and comprehensive look at major points of view in the context of his/her own; makes clear that there is plausibility in other points of view.
Thoughtful: generally aware of what he does and does not understand; aware of how prejudice and projection occur without awareness.
Developed: an incomplete account but with apt and insightful ideas.
Interpretation:
A plausible interpretation of the importance, meaning, or significance of the learning activity.
Apprentice: relies on a limited repertoire of routines, able to perform well in a few familiar or simple contexts; limited use of judgment and responsiveness to feedback and situation.
Aware: knows of different points of view and somewhat able to place own view in perspective, but weakness in considering worth of each perspective or critiquing each perspective, especially own.
Unreflective: generally unaware of won specific ignorance; generally unaware of how prejudgments color understanding.
Naïve: superficial account; more descriptive than analytical or creative; a fragment or sketchy account of facts and ideas.
Literal: a simplistic or superficial; little or no interpretation of the importance or significance of the learning activity.
Novice: can perform only with coaching or relies on highly scripted, singular “plug-in skills, procedures, or approaches.
Uncritical: unaware of differing points of view, prone to overlook or ignore other perspectives.
Innocent: completely unaware of the bounds of own understanding and role of projections and prejudice in opinions and attempts to understand.
Adapted from Understanding by Design, Grant Wiggins & Jay McTighe.