L= Low; M= Moderate; H=High
| Criteria | L | M | H |
| 1) Identifies an exhaustive list of content to be taught. (3 pt)) | 1 | 2 | 3 |
| 2) The content is grouped by type of learning outcomes. (2 pt) | 1/2 | 1 | 2 |
| 3) Identifies a list of unit goals. (1 pt) | 0 | 1/2 | 1 |
| 4) Unit goals cover the content listed in # 1. (2 pt) | 1/2 | 1 | 2 |
| 5) Groups goals by type of learning outcomes. (2 pt) | 1/2 | 1 | 2 |
| 6) Identified types of learning outcomes are appropriate for the described task( (goal). (3 pt) | 1 | 2 | 3 |
| 7) Writes major performance objectives for each unit goal (at least
one
objective for each unit goal). (2 pt) |
1/2 | 1 | 2 |
| 8) Performance objectives are written properly (5 components) (3 pt) | 1 | 2 | 3 |
| 9) Performance objectives are proper breakdown of the unit goals(1 pt) | 0 | 1/2 | 1 |
| 10) Types of learning outcomes are accurately identified for each objective. (3 pt) | 1 | 2 | 3 |
| 11) At least two objectives are higher level thinking skills (1pt) | 0 | 1/2 | 1 |
| 12) An assessment table specifies objectives, type of learning outcome for each objective and type of assessment (2 pt) | 1/2 | 1 | 2 |
| 13) The description of the assessment techniques is detailed and clear. (2 pt) | 1/2 | 1 | 2 |
| 14) The assessment tools are valid measure of objectives. (2 pt) | 1/2 | 1 | 2 |
| 15) The consistency exists among content, unit goals, unit objectives and assessment techniques. (2 pt) | 1/2 | 1 | 2 |
| 16) A task analysis is conducted for one performance objective. (2 pt) | 1/2 | 1 | 2 |
| 17) A learning hierarchy is prepared for the task analysis. (1pt) | 0 | 1/2 | 1 |
| 18) Learning hierarchy shows all essential prerequisites. (2 pt) | 1/2 | 1 | 2 |
| 19) Learning hierarchy shows essential steps. (2 pt) | 1/2 | 1 | 2 |
| 20) Learning hierarchy specifies order and relations among performance objectives. (2 pt) | 1/2 | 1 | 2 |
L= Low; M= Moderate; H=High