The rubric for assessment of the project plan.

Criteria

25

20

15

10

5-0

Objectives

Objectives describe specific behaviors, knowledge, and/or products that relate to standards and can be assessed and understood at a deep level, where relevant unit concepts are applied.

Objectives describe specific behaviors, knowledge, and/or products that meet standards and reflect understanding of relevant unit concepts.

Objectives describe behaviors, knowledge, and/or products that are rather vague and only require superficial understanding of unit concepts.

Objectives describe vague behaviors, knowledge, and/or products that do not require understanding of unit concepts.

Curricular integration.

Contents and objectives of the Project are directly related to the curriculum.

Contents, objectives and methodology are described in some detail. Information is given about how the project is integrated into the evaluation of the subjects involved.

The contents and objectives are described specifically. There is a clear relation between the project and curricular areas.

Areas covered by the project are mentioned as well as contents and curricular objectives, but vaguely.

There are no references to curricular aspects and they cannot be clearly inferred from the project plan

Curriculum-Framing Questions: Essential Question

Essential Question centers on a philosophical, moral, or thought-provoking theme that is interesting and important to students and requires them to think deeply about the concepts across units as they make their learning personally meaningful.

Essential Question centers on a topic that is either interesting or important to students and is written so they will understand it.

Essential Question addresses students’ interest or concerns, but not both, and may be written in language that is difficult for them to understand.

Essential Question does not address either students’ interests or concerns and is written in language they do not understand.

Timeline

The instructional timeline is planned

backward from the scheduled opening

event. For each step in the process, there is

adequate time for student learning, planning,

and reflection.

The instructional timeline is planned several weeks

in advance. There is adequate time for student

learning., but for some phases of the project

student planning/ reflection are given short shrift.

The instructional timeline is planned several weeks

in advance, but there isn’t an outline for the

entire project. There is not adequate time for student

learning.

The instructional timeline isn’t planned in

advance. Rather, teachers plan one week or

even one lesson at a time as the project

unfolds.

Total ( out of 100)

BREAKTHROUGH: The student exceeds rubric expectations and demonstrates unusual insights, novel solutions, or similar evidence of ‘out of the box’ thinking and application.

EVIDENCE: