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Submitting Teacher: |
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Title of PBL Unit:
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Date Reviewed:
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Reviewer:
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______________________________ |
Critiquing Guide for Problem-Based Learning Curriculum Unit
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Categories to Examine
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Commendable
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Acceptable
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Acceptable with Changes
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Notes or Comments
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q Student roles are clearly defined, an integral part of the problem, and authentic to the problem |
q Student roles are an integral part of the problem, but authenticity is questionable |
q Student role is absent, unclear or relevance of role to problem not established |
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q One or more student roles are present |
q One or more student roles are present |
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q Problem is ill-structured in that it activates students’ prior knowledge but requires research to solve. ( No known solution or solution path.) Problem is solvable to students within the time allotted. |
q Problem may be slightly too complex or too narrow, but solvable by students within the time allotted. (No known solution or solution path.) |
q Problem is so narrow, students are led to one solution path OR problem is so broad, students cannot determine problem focus OR there is no need to solve the problem, as a solution exists in the public domain. |
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Categories to Examine |
Commendable |
Acceptable |
Acceptable with Changes |
Notes or Comments
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q Problem is of high impact (impacts large population AND/OR of high importance to locale) and is motivating to students. |
q Problem is of high interest to students, though not a high impact problem. |
q Problem is one of low impact, low interest. |
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q Authentic format used for presenting problem to students. |
q Format is realistic, but not outstandingly authentic to problem. |
q Format is unrealistic, contrived, not authentic to problem. |
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q Problem is developmentally appropriate for target student population. |
q Problem is developmentally appropriate for target student population. |
q Problem is developmentally inappropriate for target student population. |
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q Problem contains 2 of 3 motivating factors: novelty, discrepant event, or high relevance to the real world. |
q Problem contains 2 of 3 motivating factors: novelty, discrepant event, or high relevance to the real world. |
q Problem has only one of the 3 factors. |
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q Problem is interdisciplinary in 3 or more areas. |
q Problem is interdisciplinary in 2-3 areas. |
q Problem is not interdisciplinary as written. |
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Categories to Examine |
Commendable |
Acceptable |
Acceptable with Changes |
Notes or Comments
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q Problem promotes acquisition of skills/knowledge found in national standards as well as state, district, and school standards |
q Problem promotes acquisition of state, district, and school standards. |
q Problem is not aligned to national or local standards |
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q Problem includes materials not normally studied in this class if such material helps students build important life skills. |
q Problem primarily emphasizes school-based skills, with some attention to life skills. |
q Problem exclusively emphasizes school-based skills. |
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q Problem activities are suitable for a variety of student learning styles. |
q Problem activities are diverse, but tend to be suitable for a limited number of learning styles. |
q Problem activities are suitable to only one learning style. |
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q Problem contains a range of activities so students of different achievement levels can contribute. |
q Problem activities tend to either high end or low end, but some range is apparent. |
q No diverse levels of achievement are present within problem activities. |
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Categories to Examine |
Commendable |
Acceptable |
Acceptable with Changes |
Notes or Comments
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q List contains a mix of print resources (books, journals, etc.) Internet, and non-print resources (videos, films, etc.) available in classroom, school, and larger community. Four or more different types of resources present. |
q List contains resources from 2 or more of the categories (print, Internet, non-print) available from classroom, school or larger community. |
q List contains resources from only one category AND/OR concentrates only on classroom and school resources. |
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q Resources on list are developmentally appropriate for target student population. |
q Some resource levels may be slightly above or slightly below developmental age of target student population. |
q Most resources are developmentally inappropriate for target student population. |
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q List contains at least 4 different types of resources. (Ex: book, journal, film, Internet) |
q List contains at least 3 different types of sources |
q List contains only 1 or two different types of resources. |
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q Abundant resources are available for students to successfully solve the problem. |
q Sufficient resources are available to allow students to successfully solve the problem. |
q Resources are insufficient to allow students to successfully solve the problem. |
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q Demonstrates mastery of curriculum content and skills. |
q Demonstrates mastery of curriculum content and skills. |
q Is unclear how activity will demonstrate mastery of content/skills. |
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q Requires active participation by every student in the class. |
q Requires contribution by every student in the class. |
q Some students have no input to capstone performance. |
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q Is authentic to the problem. |
q Is authentic to the problem. |
q Activity does not provide exemplar of real-world work. |
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q Promotes learning of most of the stated objectives. |
q Promotes learning of most of the stated objectives. |
q Provides little opportunity for promotion of learning objectives. |
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q Audience includes class members, teacher, and member from outside world. |
q Audience includes class members and teacher. |
q Teacher is only audience. |
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q Student autonomy is encouraged, as students may choose from several different capstone performance formats (oral presentation, written report, drama, etc.) |
q Student autonomy is encourages, as students may choose from several differing strategies within the same capstone performance (Live skit, recorded skit, speech, reenactment) |
q Capstone performance is assigned by the teacher with no range of choices in strategies or format. |
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Categories to Examine
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Commendable
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Acceptable
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Acceptable with Changes
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Notes or Comments
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q Utilizes a rubric containing at least 6 criteria, with 3 or more clearly written descriptors for each |
q Rubric utilizes at least 4 criteria, with 2 or more clearly written descriptors for each. |
q Rubric utilizes less than 4 criteria AND/OR descriptors unclear |
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q Criteria identify all components of exemplary work. |
q Criteria identify the majority of components of exemplary work. |
q Criteria do not adequately identify components of exemplary work. |
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q Criteria reflect alignment to all stated objectives. |
q Criteria reflect alignment to most of the stated objectives. |
q Criteria reflect alignment to only a few of the stated objectives. |
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q Point scores on rubric are adjusted to show relative importance of criteria. |
q Point scores on rubric are adjusted to show relative importance of criteria.` |
q Point scores on rubric are mis-aligned with importance of criteria. |
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q Score conversion scale is provided. |
q Score conversion scale is provided. |
q No score conversion scale is present. |
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q Rubric provides substantial feedback for performance improvement, utilizing analytical scoring. |
q Rubric provides adequate feedback for performance improvement, utilizing analytical scoring. |
q Inadequate feedback for performance improvement is available OR holistic scoring is used. |
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Categories to Examine |
Commendable |
Acceptable |
Acceptable with Changes
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Notes or Comments
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q Rubric uses clear language, easily understood by target student population |
q Rubric uses clear language, easily understood by target student population. |
q Language in rubric is ambiguous, unclear, or developmentally inappropriate. |
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q Rubric addresses self, peer, group, and teacher assessment. |
q Rubric addresses only 3 types of assessment. |
q Rubric addresses 1-2 types of assessment. |
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Categories to Examine |
Commendable |
Acceptable |
Acceptable with Changes |
Notes or Comments |
| Attachments |
q A minimum of 3 sample coaching questions for each category of the unit are present The level of each question is designated. |
q A minimum of 3 sample coaching questions for each category of the unit are present |
q Less than 3 sample coaching questions for each category of the unit are present. |
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q Anticipated problem map contains at least 6 extensions from central idea, each with 3 sub-extensions. |
q Anticipated problem map contains at least 4 extensions from central idea, each with 2 sub-extensions. |
q Problem map is present, but appears to be curriculum map rather than anticipated problem map OR Map contains less than 4 extensions from central idea. |
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q Sample problem statement states student roles, outlines problem, gives a minimum of 4 conditions for solving. |
q Sample problem statement states student roles, outlines problem, gives a minimum of 3 conditions for solving |
q Sample problem statement does not use PBL format, with student roles OR problem outline OR 3 conditions missing. |
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q Know board contains a minimum of 15 facts derived from Meet the Problem document(-s). |
q Know board contains a minimum of 10 facts derived from Meet the Problem document(-s). |
q Know board contains less than 10 facts OR facts do not appear derived from Meet the Problem document(-s). |
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q Need to know board contains a minimum of 7 questions. |
q Need to know board contains a minimum of 5 questions. |
q Need to know board contains less than 5 questions. |
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q Two alternative solutions are clearly and completely explained, each with 4 pros, 4 cons, and 2 consequences. |
q Two alternative solutions are present, each with 4 pros, 4 cons, and 2 consequences. |
q Only one possible solution to problem is articulated OR less than 4 pros, 4 cons, and 2 consequences are present. |
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q Description of debriefing session includes clear procedures for review of student-generated solutions, the rating of these solutions by students, the choice of one best, overall class solution, and coaching by the teacher during this session. |
q Description of debriefing session includes clear procedures for review of student-generated solutions, the rating of these solutions by students, and the choice of one best, overall class solution. |
q Description of debriefing session does not clearly outline procedures to be used for review of student-generated solutions, the rating of these solutions by students, and the choice of one best, overall class solution OR one or more procedures are missing. |
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q Web Profile sheet is complete. |
q Web Profile sheet is complete. |
q Web Profile sheet is incomplete. |
