iRubric: Ten Day Unit rubric

Goals are clearly stated, thoughtful, meaningful, and capture the direction of the unit. Goals are cognitive, affective, and psychomotor.

Unit’s overall direction is in alignment with standards and best practice.

Goals are clearly stated and capture the direction of the unit.

However, they may have language that is unclear in part or does not fully capture the direction of the unit as it is intended to align with standards. One of the three types of goals is not given.

Goals are missing from unit plans or do not align with overall direction of unit. Only one type of goal is given.

Introductory activities are clearly stated on each plan and represent stimulating/thoughtful springboards into each lesson. Mathematical content and language is correct.

Activities are designed to provide connections between the lesson and previously learned concepts or the real world in which the students live.

Introductory activities are clearly stated on each lesson plan and represent springboards into each lesson. Minor errors with mathematical content or language are present.

However, they are lacking in creativity in characteristics that enhance the direction and connections of the lesson.

Introductory activities are missing from lesson plans or are not related to the lesson. Major errors with mathematical content or language are present.

They represent little to no effort to pique student interest or do not enhance the impact of lesson since they are not related to the lesson.

Scope and sequence are exceptionally well spelled out, including introduction, key procedural points, and closure that meaningfully utilize time available. The unit contains student centered activities that reflect best mathematical teaching practices.

Scope and sequence are spelled out, including introduction, key procedural points, and closure that meaningfully utilize time available but some elements need refinement. The unit contains student centered activities that reflect best practices.

Key elements are missing or not developed or time is not fully and meaningfully used.

Unit plan is designed with multiple measures of formative assessment aligned to lesson objectives and provides a summative evaluation for the unit. The items on the summative evaluation are mostly written at the application level or higher. A grading rubric for the summative evaluation is given. All elements are well done.

Rubrics, evaluation criteria, and assessment summary information are pre-determined.

Unit plan is designed with multiple measures of formative assessment, aligned to lesson objectives. However, these formative assessments rely mostly on observational techniques. A summative evaluation for the unit is provided but most of the items on the assessment are lower level. An attempt was made to provide a grading rubric. All elements are satisfactory.

Rubrics, evaluation criteria, and assessment summary information are pre-determined.

Assessments are not aligned with the objectives, lack any rubrics or scoring guides, and/or do not provide summative evaluation criteria.

Unit plan includes multiple reading and/or writing activities.

Unit plans consistently reflect support for and integration of learning strategies and opportunities for students to demonstrate their abilities to use language for a variety of purposes. The strategies used are identified by name.

Unit plan includes at least one reading and/or writing activity.


Unit plans contain some evidence of integrating opportunities for using language for multiple purposes. The strategies used are not identified by name.

Unit plan does not include any reading and/or writing activities.

Unit plans lack sufficient attention to language study or integration of language uses.

The unit includes multiple learning activities designed to enrich various students’ learning (special learning needs, ELL, minority, and from lower SES backgrounds).


Plan represents diverse perspectives aligned to the unit of study in a way that enriches student learning and maximizes appropriate resources.

The unit includes at least one learning activity designed to enrich various students’ learning (special learning needs, ELL, minority, and from lower SES backgrounds).


Represents some divers perspectives with connection to the unit of study.

The unit does not include activities designed to enrich various students’ learning (special learning needs, ELL, minority, and from lower SES backgrounds).

Does not utilize opportunities or resources for integrating diverse perspectives.