Skip to main content
sign in
Username
Password
forgot?
Share
help_outline
help
Please enable JavaScript on your web browser
menu
iRubric: Curriculum Map Rubric
Your browser does not support iframes.
edit
print
share
Copy to my rubrics
Bookmark
test run
assess...
delete
Do more...
Curriculum Map Rubric
This rubric will be used to assess a 10th grade English curriculum map. References: University of Hawaii. (2008). "Learning outcomes and curriculum maps." Retrieved from the website: https://manoa.hawaii.edu/assessment/workshops/pdf/SLOs_curriculummaps2008-1 0.pdf NYC DOE. (2011). "Curriculum mapping and alignment coaching rubric." Retrieved from the website: http://www.curriculum21.com/z-docs/CMimplementationRubric.pdf
Rubric Code:
V4B96
By
teachme
Ready to use
Public Rubric
Subject:
English
Type:
Project
Grade Levels:
9-12
Your browser does not support iframes.
Desktop Mode
Mobile Mode
Curriculum Map Rubric
Descriptions
Poor
1 pts
Fair
2 pts
Good
3 pts
Exemplary
(N/A)
Student Learning Outcomes
Poor
The list of outcomes is
problematic: e.g., very
incomplete, inappropriate, disorganized, includes only discipline specific learning, ignoring relevant school-wide
learning. The list may confuse learning processes with learning outcomes (e.g., application of theory to real-world problems).
Fair
The list includes reasonable outcomes but does not specify
expectations for the program as a whole. Relevant school-wide
learning outcomes and/or national disciplinary standards
may be ignored.
Good
The list is a well-organized set of
reasonably outcomes that focus on the key knowledge, skills, and
values students learn in the class. It includes relevant school-wide outcomes (e.g.,
communication or critical thinking
skills). Outcomes are appropriate for the level
Exemplary
The list is reasonable, appropriate, and
comprehensive. Relevant
school-wide learning outcomes are included. Faculty have agreed
on explicit criteria for assessing (e.g., rubric, exam answers) students' level of mastery for each outcome.
Mapping Process
Poor
There is no evidence that this “curriculum map” illustrates any understanding of curriculum development
and/or any understanding of
the mapping process.
There is no evidence of a common mapping format, nor is there any consistent design. There is no evidence that the “curriculum maps” align to the NH
State Standards in ELA. There is little evidence of common curriculum
embedded assessments are aligned to the NH State Standards, they
are not aligned to the
Fair
This “curriculum map” illustrates some of the understandings that should be included in the map. The curriculum maps have some alignment to the NH State Standards. Curriculum embedded
assessments have little to no connection to the goal and/or big ideas.
Good
The curriculum map has clear and consistent alignment to the ELA NH State Standards. There is clear evidence that the common curriculum embedded assessments are aligned with the NH State Standards expectations; they are
carefully aligned to the unit’s goals and/or“big ideas.”
Exemplary
All curriculum maps convey a deep understanding of the
curriculum mapping process.to ensure
alignment to the NH State Standards Curriculum embedded assessments are attached to the maps, aligned with the NH State Standards expectations and ensure alignment. Rubrics, and assessments are attached to the maps.
Assessable Outcomes
Poor
Outcome statements do not identify what students can do to demonstrate learning. Statements such as "Students understand scientific method" do not specify how understanding can be demonstrated and assessed.
Fair
Most of the outcomes indicate how students can demonstrate their learning.
Good
Each outcome describes how students can demonstrate learning.
E.g., "Students can write reports in APA style."
Exemplary
Outcomes describe how students can
demonstrate their learning. Faculty have agreed on explicit criteria statements, such
as rubrics, and have identified examples of student performance at varying levels for
each outcome.
Assessment Planning
Poor
There is no formal plan for
assessing each outcome.
Fair
The program relies on short term planning, such as selecting which outcome(s) to assess in
the current year.
Good
The program has a reasonable, multi-year assessment plan that
identifies when each outcome will be assessed. The plan may explicitly include analysis and implementation of improvements.
Exemplary
The program has a fully-articulated,
sustainable, multi-year assessment plan
that describes when and how each outcome will be assessed and how improvements based on findings will be implemented. The plan is routinely examined and
revised, as needed.
Subjects:
English
Types:
Project
Discuss this rubric
You may also be interested in:
More rubrics by this author
More English rubrics
More Project rubrics
Do more with this rubric:
Preview
Preview this rubric.
Edit
Modify this rubric.
Copy
Make a copy of this rubric and begin editing the copy.
Print
Show a printable version of this rubric.
Categorize
Add this rubric to multiple categories.
Bookmark
Bookmark this rubric for future reference.
Assess
Test run
Test this rubric or perform an ad-hoc assessment.
Grade
Build a gradebook to assess students.
Collaborate
Apply this rubric to any object and invite others to assess.
Share
Publish
Link, embed, and showcase your rubrics on your website.
Email
Email this rubric to a friend.
Discuss
Discuss this rubric with other members.
Do more with rubrics than ever imagined possible.
Only with iRubric
tm
.
Copyright © 2024
Reazon Systems, Inc.
All rights reserved.
n16
Your browser does not support iframes.
Your browser does not support iframes.
Your browser does not support iframes.