Madrassah Curricula and Syllabus Evaluation Rubric

A Curriculum Rubric is an evaluation tool used to promote quality standards throughout Madrassah curricula. The rubric with its clearly defined criteria is used as a scoring instrument against which popular curricula can be measured. This helps to ensure consistency in evaluating curricula.You may wish to consider this largely pedagogical rubric when judging what curriculum or syllabus would best suit your Madrassah.

Excellent Very Good Average Below Average Poor
Syllabus/Scheme of Work Integration of different components of curriculum

Curriculum philosophy

Scheme of work periodically reviewed

Evidence of activities that provide opportunities for the following, take responsibility/leadership, work in teams, participate in community life, make decisions, explore values and their own cultural assumptions, foster creativity, and imagination and explore other cultures and understand racism

Evidence that the curriculum enhances spiritual values such as meaning and purpose of life

The curriculum is related to the students’ environment

a focus on learning

Student outcome assessment

Good use of classroom resources

A wide range of independent and group activities

Current issues discussed

Incorporates opportunities for review

Clear student targets

notes on summative assessment included

Challenging, intellectual and creative work

Evidence that moral and ethical values, difference between right and wrong are explored

Evidence of a curriculum which explores social values in society as well as own social values including activities to enhance social skills (discussions and debates)

Reward system in place

Aims and objectives of curriculum

Operates within a realistic time frame

Suitable for age and ability

Is in line with the curriculum and syllabus expectations

Evidence of a curriculum that explores cultural values such as challenging discriminatory attitudes and addressing racism

Relevant to the age and developmental stage of students (eg. sex and relationship education at age 11 and learning to play with others at age of 6)

A broad list of topics/lesson titles to be covered with little or no detail or time frame

Includes key dates

No Scheme of Work

No clear learning objectives

Qur’anic Program Strategies for embodiment of Qur’an Strategies for memorization of surahs

Integration of memorization with understanding

Important lessons from the Qur’an Etiquettes of Qur’an

Virtues of Qur’an

Tajweed rules taught

Set course of Qur’anic study from textbook or worksheets No understanding or application of Qur’an

No application of Qur’anic lessons/wisdom

Teacher Material Teacher feedback/error correction tips Teaching guidance goes beyond above average

teacher material/sow available to all teachers

Teacher guidance notes

Behaviour management,

suggested activities (individual group) how to do the activities

Classroom/behaviour management general guidance List of expected student conduct No Teaching tips, classroom management tips

Fails to provide variety in instruction

Parent Guide Parents sign off completed homework Parent volunteer agreement Parent-Madrassah Agreement Parents evening policy

Parents have access to the curriculum

Parental guidance notes No parental guidance notes
Tasks and Activities Each task has clear aims and objectives

Complementary learning opportunities inside and outside the classroom

Fosters critical thinking

Principles of assessment and evaluation

Choice of tasks/activities

Active and collaborative learning

Differentiation

(SEN/GT)

Capacities and capabilities of students taken into account

An order of teaching topics building on prior learning

Details of recommended resources

Clear outline of

suggested activities

A broad list of subjects to be covered in the year

A list of topics covered within each subject

Activities are too long

Fails to establish relevance
Assessments Assessments are used to enhance learning Use of different assessment strategies

Assessments are used to set future targets

Incorporates formative and summative assessments Use of summative assessments only No principles of assessment no use of assessments