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Unit Criteria and Score Sheet
(Adapted from Juried Standards-Based Unit Worksheet)

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1.   Vermont Standards                     

Criteria

All

Some

None

One or more of  VT's Vital Result Standard(s) and one or more Field of Knowledge Standard(s) is identified and specific evidences selected.	.	.	.
Standards focus on knowledge (concepts and content) and skills (processes).	.	.	.
Standards, evidence and related assessment criteria are made clear to students.	.	.	.
The standards and evidence identified are assessed in the unit.	.	.	.
The number of standards and evidence identified is appropriate to the time identified to complete the unit.	.	.	.
Comments:	.	.	.

2.  Topics/Concepts/Focusing Questions

Criteria

All

Some

None

Topic is suitable to student's age, abilities, and interests.	.	.	.
Topic is manageable (not to difficult, too big, or demanding of time and resources).	.	.	.
Concepts can be traced directly to standards.	.	.	.
Concepts can be related to the topic.	.	.	.
Concepts lead to the focusing question(s).	.	.	.
Focusing questions cause students to consider and analyze important ideas, trends or patterns.	.	.	..
Student's responses to focusing questions will be a good measure of their understanding of the major concepts.	.	.	..
Comments:	.	.	.

3.   Learning/Teaching Activities and Resources

Criteria

All

Some

None

All activities and resources directly relate to the selected standards and evidences.	.	.	.
Strategically takes students from what they currently know to the desired learning.	.	.	.
Lead to products and performances or culminating activities that can be used to assess student learning in relation to the identified standards.	.	.	.
Learning and teaching activities are consistent with Vermont's Learning Opportunities.	.	.	.
Comments:	.	.	.

4.   Products and Performances

Criteria

All

Some

None

Products and performances provide evidence of student learning in relation to the standards and evidence that are the focus of the unit.	.	.	.
Products and performances balance oral, written, visual, and kinesthetic as appropriate to the standards and evidence being documented.	.	.	..
Comments:	.	.	.

5.   Assessment

Criteria

All

Some

None

Assessment is consistent with VT's Learning Opportunities.	.	.	.
Assessment criteria clearly specifies the dimensions or characteristics of the standards and evidences used to assess student work.	.	.	.
Assessment tools are embedded in learning/teaching activities and products and performances.	.	.	.
Assessment data provides students with information about how they are performing in relation to standards, how they can improve, and what they have accomplished.	.	.	.
Assessment data provides information for revision of the unit.	.	.	.
Comments:	.	.	.

6.  Exemplars of Student Work

Criteria

All

Some

None

Unit contains multiple examples of student work that clearly meet the identified standards and criteria	.	.	.
Comments:	.	.	.

7.  Unit Format

Criteria

All

Some

None

A page is included that lists unit title, creator(s) names(s), & school name.	.	.	.
An abstract is included (1-2 paragraphs) to provide a brief overview of the unit.	.	.	.
The relationship among the unit components is clearly evident.	.	.	.
Time required to complete activities/unit is included	.	.	.
Document is organized in a manner that is easy to follow.	.	.	.
Completed assessment tools, handouts, and other materials developed for the unit are incorporated or appended.	.	.	.
Copyright laws are adhered to when including material from other sources.	.	.	.
When ideas are borrowed, the source is cited in the text and listed in a resources bibliography	.	.	.
Comments:	.	.	.