Design Standards

PART 1: To what extent does the design focus on the "big ideas" of targeted content?

Consider: Are...

• the targeted understandings enduring, based on transferable, big ideas at the heart of the discipline and in need of "uncoverage"?
• the targeted understandings framed as specific generalizations?
• the "big ideas" framed by questions that spark meaningful connections, provoke genuine inquiry and deep thought, and encourage transfer?
• appropriate goals (e.g., content standards, benchmarks, curriculum objectives) identified?
• valid and unit-relevant knowledge and skills identified?  

PART 2: To what extent do the assessments provide fair, valid, reliable and sufficient measures of the desired results?

Consider: Are...

• students asked to exhibit their understanding through "authentic" performance tasks?
• appropriate criterion-based scoring tools used to evaluate student products and performances?
• a variety of appropriate assessment formats provide additional evidence of learning? 

PART 3: To what extent is the learning plan effective and engaging?

Consider: will the students...

• know where they're going (the learning goals), why (reason for learning the content), and what is required of them (performance requirements and evaluative criteria)?
• be hooked - engaged in digging into the big ideas (e.g., through inquiry, research, problem-solving, experimentation)?
• have adequate opportunities to explore/experience big ideas and receive instruction to equip them for the required performance(s)?
• have sufficient opportunities to rethink, rehearse, revise and/or refine their work based upon timely feedback?
• have an opportunity to self-evaluate their work, reflect on their learning and set future goals?  

OVERALL DESIGN: To what extent is the entire unit coherent, with the elements of all 3 parts aligned?