Conciseness

The body is lean and directive throughout — it gives concrete counts ("用 1–3 句声明持久理解", "写出 1–2 个基本问题"), page-type mappings, and terse WHERETO breakdowns without ever explaining what UbD is or padding with background Claude already knows. Every line instructs, matching the anchor-5 example of assuming competence.

Actionability

Guidance is highly concrete and executable: the six GRASPS elements are spelled out and mapped to page types ("在 OpenMAIC 中优先落到 pbl 页"), and a numbered six-step default page rhythm (slide → slide → interactive → quiz/interactive → pbl → quiz/slide) covers the common case. It falls short of anchor 5 only because there are no worked examples — no sample enduring understanding, essential question, or GRASPS task, and no brief template despite instructing "把它们写进页面 brief".

Workflow Clarity

The backward-design sequence is clearly ordered (scope → Stage 1 desired results → Stage 2 assessment evidence → Stage 3 learning experiences → page rhythm), with an explicit user-confirmation checkpoint ("先得到用户对单元蓝图的确认，再逐节起稿"), a per-page validation test with remediation ("每一页都能回答……答不出的页面删除或改写"), and a closing quality-gate checklist — matching the anchor for explicit validation steps, feedback loops, and checklists.

Progressive Disclosure

The skill has no bundle files, and the compact (~64 line) body keeps all content appropriately in SKILL.md with clear section headers; nothing here warrants a separate reference file. References to sibling skills (stage-design, pro-editing, pptx-import) are one level deep and clearly signaled, satisfying the simple-skill standard.

Specificity

The description names the domain ("Understanding by Design (UbD)" for OpenMAIC classrooms) and one concrete action — "plan one OpenMAIC classroom or a course series around transferable conceptual understanding" — but the enumerated items in the when-clause (backward design, enduring understandings, GRASPS, WHERETO) are user wants rather than additional skill actions, so coverage of what the skill does is not comprehensive. It sits at anchor 3 rather than 4 because only one explicit action verb is present, versus the several specific actions anchor 4 requires.

Completeness

It explicitly answers both questions: what ("plan one OpenMAIC classroom or a course series around transferable conceptual understanding") and when ("Use when the user wants backward design, enduring understandings, essential questions, GRASPS performance evidence, WHERETO learning experiences, or a concept-centered lesson"), with concrete trigger phrases and an explicit negative trigger ("Do not use for visual style cloning, teacher-style imitation, or direct PPT import").

Trigger Term Quality

Natural term coverage is comprehensive: full name and abbreviation ("Understanding by Design (UbD)"), the phrase practitioners actually use ("backward design"), framework-specific terms ("enduring understandings", "essential questions", "GRASPS performance evidence", "WHERETO learning experiences"), and a plain-language synonym ("concept-centered lesson rather than a list of facts"). A user wanting this skill would almost certainly use one of these terms.

Distinctiveness Conflict Risk

The niche is distinct (UbD concept-centered lesson design for OpenMAIC) with framework-specific triggers unlikely to fire for other skills, and the explicit exclusions ("Do not use for visual style cloning, teacher-style imitation, or direct PPT import") route adjacent requests to the correct sibling skills, minimizing conflict risk.