This Curriculum Rubric has been designed to help us critically reflect on the theorists & ideas we encounter as we navigate our way through the arena of curriculum theory. Because some criteria counter other criteria it is important to note that some theorists would be content to receive one or more level 1s. Ultimately, this rubric can help us to critically reflect on our own views of curriculum, education, & society itself.
Criteria | Level of utilization | Level 1 | Level 2 | Level 3 |
1.1 DRAWING FROM “CLASSICAL” (WESTERN EUROPEAN) AESTHETICS. | With limited effectiveness, curriculum prepares learners to draw from “classical” aesthetics in their lives. | With some effectiveness, curriculum prepares learners to draw from “classical” aesthetics in their lives. | With considerable effectiveness, curriculum prepares learners to draw from “classical” aesthetics in their lives. | |
1.2 DRAWING FROM “CRITICAL” (CULTURALLY & LINGUISTICALLY DIVERSE) AESTHETICS. | With limited effectiveness, curriculum prepares learners to draw from “critical” aesthetics in their lives. | With some effectiveness, curriculum prepares learners to draw from “critical” aesthetics in their lives. | With considerable effectiveness, curriculum prepares learners to draw from “critical” aesthetics in their lives. | |
2.1 DRAWING FROM “OBJECTIVIST” KNOWLEDGE. | With limited effectiveness, curriculum prepares learners to draw from “objectivist” knowledge in their lives. | With some effectiveness, curriculum prepares learners to draw from “objectivist” knowledge in their lives. | With considerable effectives, curriculum prepares learners to draw from “objectivist” knowledge in their lives. | |
2.2 DRAWING FROM “SUBJECTIVIST” KNOWLEDGE. | With limited effectiveness, curriculum prepares learners to draw from “subjectivist” knowledge in their lives. | With some effectiveness, curriculum prepares learners to draw from “subjectivist” knowledge in their lives. | With considerable effectiveness, curriculum prepares learners to draw from “subjectivist” knowledge in their lives. | |
3.1 RAISING AWARENESS OF THE KNOWLEDGE CONSTRUCTION & PARTICIPATING IN THE KNOWLEDGE RE/CONSTRUCTION PROCESS. | Curriculum raises minimal (if any) awareness of knowledge construction & does not create opportunities for learners to contribute to a knowledge re/construction process. | Curriculum raises some awareness of knowledge construction & creates few opportunities for learners to contribute to a knowledge re/construction process. | Curriculum raises considerable awareness of knowledge construction & creates many opportunities for learners to contribute to a knowledge re/construction process. | |
4.1 DEVELOPING & UTILIZING SPECIFIC TECHNICAL SKILLS THAT DIRECTLY CONNECT TO FUTURE EMPLOYMENT. | Curriculum does not train learners to develop & utilize specific technical skills that directly connect to future employment. | Curriculum trains learners to develop & utilize some specific technical skills that directly connect to future employment. | Curriculum trains learners to develop & utilize many specific technical skills that directly connect to future employment. | |
5.1 STREAMING LEARNERS INTO VARIOUS PATHWAYS. | Curriculum does not stream learners into pathways during their time in school. | Curriculum streams some learners into pathways during their time in school. | Curriculum streams a great many learners into pathways during their time in school. | |
6.1 RECOGNIZING & ASPIRING TO TRANSCEND SOCIAL INEQUITIES. | Curriculum does not recognize social inequities & does not attempt to transcend them. | Curriculum recognizes some social inequities & in a limited way attempts to transcend them. | Curriculum recognizes a great many social inequities & authentically attempts to transcend them. | |
6.2 RECOGNIZING & ASPIRING TO TRANSFORM SOCIAL INEQUITIES. | Curriculum does not recognize social inequities & does not attempt to transform them. | Curriculum recognizes some social inequities & in a limited way attempts to transform them. | Curriculum recognizes a great many social inequities & authentically attempts to transform them. | |
