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Appendix:The enGauge 21st Century Skills Continua of Progress

Once the enGauge 21st Century Skills were identified, a second wave of research was conducted that drew on a vast body of work dealing with each skill (see References). After analyzing and summarizing that work to date, we sought to characterize what each skill would look like in practice. The goal – to provide teachers with explicit criteria by which to gauge students’ progress – was tackled in three steps. We:

1. Identified specific behavioral, cognitive, and affective qualities of each 21st century skill

2. Described levels of progress toward each of these qualities

3. Considered each skill in the context of today’s Digital Age – updating them when necessary

Early in the process, it became clear that many of the skills identified were not new constructs; existing research was able to substantially inform the qualities that make up those skills. What these sources typically did not address (with some exceptions) was the shape these skills can take, either in 21st century environments or in the context of the technology tools available today. Thus, the strategy for developing the continua was two-fold: we drew on existing work as much as possible to inform the content of the continua, and we supplemented this content with our own expertise on teaching and learning in digital-age classrooms.

A wide range of sources was used in the research part of this process. When possible, empirical studies and theoretical work from psychology and education were used for generating specific facets of the skills. Sometimes, this process itself involved repeated passes through the literature (for example, when they authors began researching self-direction, they found that self-directed learners were likely to make specific attributions for successes and failures; this led to another wave of research on students’ attributions). Publications by organizations specializing in a skill (e.g. the American Library Association’s work on information literacy; the National Academy of Sciences’ work on scientific literacy), as well as publications by experts in a field (e.g. Daniel Goleman’s work on emotional intelligence), were also used to build the profiles and continua. These sources typically represented field-based expertise. Together, these three types of sources represent “best thinking” by researchers, theorists, and organizations about what qualities characterize an individual possessing each of the skills.

Not surprisingly, empirical studies that describe degrees of progress on each quality, particularly in a digital-age context, simply do not exist. To develop the progression of each quality contained within the continua, from novice to advanced, and to do so in a way that reflected a “digital-age” view of these skills, the authors drew on their own expertise, including:

Years of experience teaching students in classrooms, and thus “hands-on” experiences with the range of development on these skills;

Years of experience providing professional development to teachers, specifically on enhancing these skills through the use of technology, but also on technology-supported teaching and learning in general;

Fieldwork in classrooms across the nation, observing teachers and students as they work on transforming traditional teaching and learning to digital-age, technology-supported practice.

It is important to note that these continua are in fact, continua – not rubrics. They depict levels of development, but are not specifically targeted to any one task, assignment, content area or grade level. Naturally, the precise form some of these skills will take will depend on these contextual factors. However, the principles of rubric development – outlined by educational expert Bernie Dodge on his website – were also used to guide the development of these continua. Specifically, these:

Focus on measuring a stated objective (performance, behavior, or quality)

Use a range to rate performance

Contain specific performance characteristics arranged in levels indicating the degree to which a standard has been met (Pickett and Dodge, 2001: http://webquest.sdsu.edu/rubrics/weblessons.htm. For more details about rubrics, their purposes, and their development, see this site).

_____________________________________________________________________________________© 2003 NCREL/Metiri Group 74

http://webquest.sdsu.edu/rubrics/weblessons.htm

Finally, specific sources used to generate each of the student profiles and continua are listed in this document by skill (see References – Selected).


Continuum of Progress: Basic Literacy

Basic Literacy is language proficiency (in English) and numeracy at levels of proficiency necessary to function on the job and in society to achieve one’s goals, and develop one’s knowledge and potential in the Digital Age

Reading Novice Basic Proficient Advanced

Ability to read and understand day-to-day written materials

Without substantial assistance, the student is unable to read and comprehend even the most basic prose* or documents**

The student is independently able to read and comprehend some basic prose* (e.g., simple written instructions) and documents** (e.g., simple forms), but requires assistance with more complex items.

The student is usually able to independently read and comprehend many forms of prose* and documents**

The student is almost always able to read and comprehend a wide range of prose* and documents**, sometimes beyond his/her developmental level.

Writing Novice Basic Proficient Advanced

Writing to accomplish day-to-day functions

The student is unable to complete day-to-day tasks that require writing; written responses and communications contain errors that make them misleading or difficult to understand.

The student is able to produce very basic, short, written responses and communications (e.g., grocery lists, brief notes) clearly and accurately. He/she requires substantial assistance for more complex items.

The student is able to produce basic written responses and communications and he/she is sometimes able to independently complete more complex writing tasks clearly and without errors.

The student is almost always able to produce clear and error-free written responses and communications, sometimes exceeding expectations for his/her developmental level. He/she uses writing skills effortlessly to complete day-to-day tasks.

Listening/ Speaking

Novice Basic Proficient Advanced

Speaking and understanding English

The student has severely limited English proficiency; he/she frequently misunderstands spoken instructions and often provides misleading/erroneous information as a result.

The student can understand and speak basic, conversational English. However, he/she does not have sufficient grasp of English to participate in discussions that are technical or academic.

The student has an adequate grasp of English and is able to participate in a range of conversational, technical, and academic discussions. However, he/she does not have a grasp of more subtle nuances of word meaning or colloquialisms.

The student is fluent in English, and has command of even subtleties in meaning.

* Prose includes (but is not limited to) literature, editorials, newspaper articles, poems, and stories

**Documents include print and media-based artifacts, such as job applications, bus schedules, maps, checks, tax forms, and tables


Numeracy Novice Basic Proficient Advanced

Computing and solving everyday math problems

The student is unable to perform basic math functions, and as a result is hindered in his/her ability to complete day-to-day activities effectively (e.g., determining if he/she has enough money to purchase lunch and dessert).

The student is able to perform basic math functions independently; however, he/she requires assistance in more complex math computations.

The student is independently able to perform many day-to-day math functions of intermediate difficulty; he/she is sometimes able to use these skills in real-world contexts (e.g. deciding to purchase a product based on unit price rather than actual price).

The student has an excellent practical understanding of math and is able to use these skills frequently, efficiently, and in real-world contexts (e.g. to make decisions about loans and interest).

Information Novice Basic Proficient Advanced

Basic Information Literacy

The student has little practical knowledge of where and how information (e.g., bus schedules, reviews of product quality) can be found; he/she is frequently unable to distinguish between information that is relevant or irrelevant for tackling day-to-day prose, document, or computation activities.

The student is able to independently find and access information with which he/she has prior experience; he/she is able to evaluate simple information adequately.

With some effort, the student is able to independently find and access information; he/she is able to evaluate most information adequately, but is not always able to synthesize and use this information effectively.

The student is able to independently find and access information; he/she often knows what sources of information are more likely to be reliable than others, and when necessary, he/she is able to synthesize and weigh conflicting information to make wise decisions.

Technology Novice Basic Proficient Advanced

Basic Technological Literacy

The student is essentially computer-illiterate; he/she does not use technology to enhance efficiency on day-to-day tasks (e.g. checking movie listings, communicating with friends).

The student is able to perform some very basic tasks with technology. He/she uses technology occasionally to make day-to-day life more efficient; however, technology use is highly limited.

The student uses technology independently to enhance efficiency of a number of day-to-day tasks (e.g., checking movie listings, communicating with friends, finding information).

The student has integrated technology into his/her life in a way that makes many aspects of day-to-day functioning more efficient (e.g., he/she has automated schedules and calendars and uses technology regularly to complete schoolwork or to make decisions about purchases).


Continuum of Progress: Scientific Literacy

Scientific literacy is knowledge and understanding of the scientific concepts and processes required for personal decision-making, participation in civic and cultural affairs, and economic productivity

Knowledge and Understanding


Knowledge and understanding of scientific concepts and processes

Student does not have knowledge of scientific concepts and processes as appropriate for his/her grade level. Many understandings of science that the student does possess are riddled with errors and misconceptions.

While the student has some knowledge of scientific concepts and processes as appropriate for his/her grade level, there are still a number of errors and misconceptions to overcome.

Student has a level of scientific knowledge that is appropriate for his/her grade level. Errors and misconceptions that are still held are typical for this level and will likely be overcome.

Student has an extensive knowledge of scientific concepts and processes. This depth of understanding allows him/her to perform consistently above grade level and to confront most misconceptions independently.

Scientific Curiosity


Ability to ask, find, or determine answers to questions derived from curiosity about everyday experiences

The student, while occasionally curious about phenomena around him/her, lacks the ability to formulate answerable questions and cannot conceive of a method to determine answers to questions related to science. When pressed, he/she relies on the rote application of steps presented by others.

The student can structure questions about phenomena around him/her with significant assistance. He/she finds it difficult to create strategies for answering questions independently, but may do so with assistance.

The student can construct effective questions as appropriate to his/her developmental level. He/she has strategies for finding or deriving answers to those questions, needing assistance only with more difficult or complex questions.

The student is extremely effective in framing researchable questions and often asks meaningful questions that go beyond his/her developmental level. He/she has multiple strategies for investigating those questions, demonstrating a sophisticated understanding of scientific method and how that method applies to everyday experience.

Natural Phenomena


Ability to describe, explain, and predict natural phenomena

The student lacks the conceptual framework, vocabulary, and understanding to describe, explain, or predict natural phenomena around him/her. Attempts to do so illuminate a host of misconceptions and gaps in understanding.

The student has some ability to describe, explain and predict natural phenomena with considerable support and direction. Explanations often contain evidence of some misconceptions and gaps in understanding.

The student is able to describe, explain, and predict natural phenomena as appropriate for his/her developmental level. With guidance, gaps and misconceptions are overcome.

The student is able to describe, explain, and predict natural phenomena at a level of sophistication that seems beyond his/her developmental level. He/she has developed independent strategies for identifying and resolving gaps and misconceptions and makes connections between phenomena that suggest a deep


understanding.

Science Content


Ability to read articles with understanding and to engage in conversation about the validity of conclusions

The student avoids reading articles or engaging in conversation on topics related to science. He/she lacks strategies for analyzing the quality of scientific content.

While willing to read articles or engage in discussions on topics of science, the student lacks confidence in his/her ability to understand or analyze content and usually requires significant support.

The student is able to read articles about science, but may need some support in the interpretation of the content. With limited support, the student can analyze the quality of scientific conclusions in written and verbal contexts.

The student readily seeks out and reads articles about science in the popular press. He/she is insightful and easily able to engage in conversations about content, often showing significant insight into its quality and applicability.

Identifying Issues


Ability to identify scientific issues underlying national and local decisions and express positions that are scientifically and technologically informed

The student does not recognize issues underlying national and local decisions and is easily led to adopt positions that he/she cannot defend.

The student can identify the scientific basis for issues underlying social decisions with significant guidance. With support, he/she is able to express positions that are fairly well informed.

The student can independently recognize the scientific issues within many national and local decisions. He/she is able to formulate and express opinions with minimal assistance. These opinions are usually well informed, with occasional misconceptions.

The student is able to identify the scientific issues within national and local decisions with surprising perception. His/her analysis and positions are insightful and solidly grounded in scientific reasoning.

Evaluating Information, Methods, and Arguments


Ability to evaluate scientific information on the basis of evidence, sources, and the methods used to generate it

Student cannot articulate meaningful reasons for accepting/rejecting information, arguments, or findings.

Student can articulate some rudimentary reasons for accepting/rejecting information, arguments, or findings.

Student can articulate compelling reasons for accepting/rejecting information, arguments, or findings; reasons are based on facts and findings, but miss some important points.

Student can articulate compelling reasons for accepting/rejecting information, arguments, or data; reasons are sophisticated and based on facts and findings.


Continuum of Progress: Economic Literacy

Economic Literacy is the ability to identify economic problems, alternatives, costs, and benefits; analyze the incentives at work in economic situations; examine the consequences of changes in economic conditions and public policies; collect and organize economic evidence; and weigh costs against benefits

Informed Choices


Using knowledge of costs, benefits, and the limitations of resources to make informed choices

Student does not have the skill or criteria to making informed economic choices. He/she is easily misled by simplistic and misrepresentative claims, and often does not even realize when a bad decision has been made.

The student has a basic understanding of the criteria for making informed economic choices. With considerable assistance and direction, he/she is able to apply these skills to simple choices.

The student has a significant understanding of the criteria for making informed economic choices. With minimal assistance and direction, he/she is able to apply these skills to choices of simple and intermediate complexity.

The student has an advanced understanding of the criteria for making informed economic choices. Without assistance, he/she is able to apply these skills to choices of varying complexity, demonstrating considerable insight.

Allocating Goods and Services


Ability to evaluate methods for allocating goods and services by comparing costs and benefits

The student is unfamiliar with varying historical strategies for allocating goods and services and lacks the criteria for evaluating systems.

The student has limited awareness of historical strategies for allocating goods and services, particularly of the market system. With considerable direction, the student can conduct a rudimentary analysis of other systems of allocation.

The student has a significant awareness of historical strategies for allocating goods and services. With minimal direction, he/she can conduct an analysis of these systems at a variety of levels (e.g., national economic systems, personal or family decision making structures, or allocation of medical services).

The student has an exceptional awareness of historical strategies for allocating goods and services. Independently, the student can conduct an analysis of these systems at a variety of levels (e.g., national economic systems, personal or family decision making structures, or allocation of medical services).

Economic Incentives


Ability to identify and explain economic incentives that affect behavior

Student has little or no usable knowledge related to economic incentives and is unable to identify examples of incentives at a personal or societal level.

The student has a basic level of knowledge related to economic incentives and is able to identify and discuss examples of incentives at a personal or societal level with significant assistance.

The student has a significant level of knowledge related to economic incentives and is able to identify and discuss examples of incentives at a personal or societal level with minimal assistance.

The student has an advanced level of knowledge related to economic incentives and is able to identify and discuss examples of incentives at a personal or societal level independently and with considerable insight.


Factors Influencing Prices


Understanding of how numerous factors can influence prices

The student has little or no usable knowledge related to the influence of political and economic forces on prices.

The student has a basic level of knowledge related to the influence of political and economic forces on prices. With significant direction and support, he/she can identify some examples of these forces at work.

The student has a significant level of knowledge related to the influence of political and economic forces on prices. With minimal direction and support, he/she can identify examples of these forces at work.

The student has an advanced level of knowledge related to the influence of political and economic forces on prices, and can independently identify examples of these forces at work, often with considerable insight.

Economic Institutions


Knowledge of the various roles of public and private economic institutions

The student is not aware of the various roles of public and private economic institutions and is unable to describe those roles in local, national or international contexts.

The student has basic knowledge of the various roles of public and private economic institutions, but is able to describe those roles in local, national or international contexts only with significant assistance or direction.

The student has significant knowledge of the various roles of public and private economic institutions and is able to describe those roles in local, national or international contexts with minimal assistance or direction.

The student has advanced knowledge of the various roles of public and private economic institutions and is able to describe those roles in local, national or international contexts independently and with considerable insight.

Income, Employment, and Investment


Understanding of income, employment, and investment factors

The student does not have a working knowledge of various sources of income or of the factors that influence income. He/she has not considered income as a factor that influences future plans.

The student has basic knowledge of various sources of income and of the factors that influence income. With significant direction, he/she can describe these factors and the influence they have on personal, local, national, and international economies.

The student has significant knowledge of various sources of income and of the factors that influence income. With minimal direction, he/she can describe these factors and the influence they have on personal, local, national, and international economies.

The student has an advanced knowledge of various sources of income and of the factors that influence income. He/she can describe these factors and the influence they have on personal, local, national, and international economies independently and with considerable insight.


Public Policy Novice Basic Proficient Advanced

Identifying and evaluating the benefits and costs of public policies

The student lacks the knowledge base and criteria to evaluate public policies related to economics.

The student has a basic knowledge of public policies related to economics and of the parties who both benefit and bear the costs of those policies. With significant support and direction, he/she can do simple evaluations of such policies.

The student has a significant knowledge of public policies related to economics and of the parties who both benefit and bear the costs of those policies. With minimal support and direction, he/she can evaluate such policies as appropriate to his/her age and grade.

The student has an advanced knowledge of public policies related to economics and of the parties who both benefit and bear the costs of those policies. He/she can evaluate such policies independently and with considerable insight.

Business and the Economy


Understanding the role of large and small businesses in the U.S. economy

The student has little or no knowledge of the nature of business in the United States, or the role of small and large business in our economy.

The student has a basic knowledge of the role and history of business in the U.S. economy.

The student has significant knowledge of the role and history of business in the U.S. economy.

The student has advanced knowledge of the role and history of business in the U.S. economy.


Continuum of Progress: Technological Literacy

Technological Literacy is knowledge about what technology is, how it works, what purposes it can serve, and how it can be used efficiently and effectively to achieve specific goals

Conceptual Understanding


Conceptual understanding of technology systems; self view of proficiency

Student does not have a core understanding of the nature of technology systems. Any knowledge of the use of these systems is shallow, based on rote learning of “steps” or procedures, and is easily defeated by any variance in the behavior of the system. Student does not perceive him/herself as a proficient user.

Student has a basic understanding of technology systems, but this is fraught with misunderstandings. With assistance, some of these misunderstandings can be overcome. While still considering technology systems to be very difficult to understand, the student is willing to make the effort.

Student exhibits a moderate understanding of technology systems. He/she is sometimes able to leverage this understanding to learn new systems more quickly, though he/she still needs occasional assistance. Student views him/herself as a proficient user of technology systems.

Student exhibits competency with all technology systems and significant expertise with those used most often. He/she quickly transfers lessons learned to new systems and often discovers shortcuts and novel applications. Student views him/herself as a proficient user and is considered an “expert” by other students, who may frequently turn to him/her for help.

Ethical Issues Novice Basic Proficient Advanced

Understanding and modeling of positive, ethical technology uses

The student is unfamiliar with social and ethical issues related to the use of technology. No thought is given to an ethical dimension when using technology.

The student has limited awareness of the social and ethical issues related to the use of technology. With significant direction, he/she can discuss and model ethical use, but this has not been internalized.

Student has an awareness of a significant number of social and ethical issues related to the use of technology. With minimal direction and support, he/she can both discuss and model ethical use.

Student is extremely perceptive in recognizing and discussing ethical issues related to the use of technology, often introducing issues independently. He/she makes significant effort to both model ethical use and encourage it in others.

Tools and Productivity


Use of technology tools to increase productivity

Student has only a rudimentary knowledge of the use of technology tools. Work done using technology normally takes considerably longer and results in an inferior product when compared to that produced with more traditional tools.

Student has a basic level of knowledge related to a limited number of tools. Products created using technology still take more time, but are usually of higher quality that those created with more traditional tools.

Student is proficient with a variety of technology tools. Use of these tools results both in improved efficiency and in higher quality products.

Student is extremely proficient in the use of a wide variety of technology tools. He/she uses these tools to efficiently create high quality products and is often sought out by others for assistance.


Communication Tools


Use of communication tools

Student is not able to use electronic communication tools effectively. He/she has not had any experience in using these tools to communicate with others in the course of study, and cannot conceive of a reason for doing so.

Student is able to make basic use of electronic communication tools, and this is usually confined to email. He/she has had minimal experience using these tools in the course of study, and such use is only in teacher-directed contexts.

Student is proficient in the use of a variety of eCommunications tools and environments (e.g., e-mail, asynchronous discussion boards, chat environments, etc.). He/she has had some experience using these tools in the course of learning and appreciates the value they bring to the learning process.

Student is expert in the use of a variety of eCommunications tools and environments (e.g., e-mail, asynchronous discussion boards, chat environments, etc.). He/she often initiates projects and communications and serves as a resource to others.

Information Novice Basic Proficient Advanced

Technology use to access, evaluate, process, and synthesize information from a variety of sources

Student does not use technology to access and process information. He/she relies on more traditional means and lacks the experience, interest, or access to do otherwise.

Student uses technology to access information in simple ways that closely mirror traditional research practices (e.g., taking notes from electronic encyclopedias or doing Web research that is guided by worksheets). The ability to identify and synthesize relevant sources independently has not been developed.

Student uses technology often to access and manipulate information with minimal assistance. He/she is beginning to develop a significant understanding of the relative authority of sources and is developing new habits of research that integrate electronic sources with traditional ones.

Student has significant expertise with a wide variety of technology-based research tools and environments. He/she has a significant understanding of the relative authority of sources and has internalized new habits of research that integrate electronic sources with traditional ones. He/she often serves as a resource to others.

Authentic Problems


Technology use to identify and solve complex problems in real world contexts

Student lacks expertise, and/or interest in using technology to solve complex, authentic problems.

Student applies technology to complex, authentic problems only with significant support and direction from the teacher. Products created are fairly traditional.

Student applies technology to complex, authentic problems with minimal support and direction from the teacher, occasionally creating products that have real value to audiences outside of the classroom.

Student applies technology to complex, authentic problems independently, often creating products that have real value to audiences outside of the classroom.


Continuum of Progress: Visual Literacy

Visual Literacy is the ability to interpret, use, appreciate, and create images and video using both conventional and 21st century media in ways that advance thinking, decision-making, communication, and learning

Basic Elements Novice Basic Proficient Advanced

Understanding of basic elements of visual design, technique, and media

The student is familiar with the basic building blocks of visual design and, with guidance, can identify them in visuals in most media. He/she is not familiar with visual techniques in any media.

The student understands the basic principles of visual design and technique (including representations in electronic media). With guidance, he/she can recognize most elements and simple nuances of visual technique in media, including electronic media.

The student is knowledgeable about the basic conventions of visual design and technique, including those in electronic media. He/she can accurately recognize elements and, with guidance, recognize the most common techniques (including those in electronic media).

The student can independently deconstruct visuals (including those represented or produced in electronic media), accurately identifying elements and techniques.

Perceptions of Visuals


Awareness of emotional, psychological, physiological, and cognitive influences in perceptions of visuals

The student is able to experience and describe the impact of an electronically produced visual, but is not cognizant of the reasons behind this impact.

The student is able to describe the intended emotional and cognitive impacts of simple visuals (produced by/ represented in electronic media). With guidance he/she can explain this impact.

The student is practiced in the interpretation of simple visuals (produced by/ represented in electronic media) through the lenses of emotion, cognition, physiology, and the Gestalt. With some guidance, the student is able to link this impact to visual design.

The student is able to predict accurately the influence of visuals on intended audiences, and can articulate independently the reasons for this impact (e.g., the impact of color on emotion, of pace on cognition, of harmony on psychological states)

RepresentationalVisuals


Understanding of representational visuals produced or represented through electronic media

The student interprets representational (real world) images at face value.

The student is aware that representational visuals produced through media should be considered through the filters of context, culture, and digital manipulation, but he/she does not have strategies for interpretation in light of these issues.

With some guidance, the student is able to more fully understand visual messages by considering context, bias, and digital manipulation in visuals produced or represented through electronic media.

The student is aware of the need to interpret visuals produced or represented in electronic media through the filters of context, culture, and possible manipulation; he/she has advanced strategies for interpretation in light of these issues.


Explanatory Visuals


Understanding of explanatory visuals produced through electronic media

Student is not able to interpret accurately the meaning of even the simplest explanatory visuals produced or presented through media (e.g., he/she is unable to decipher charts, graphs, and mind maps).

Student is able to interpret simple 2D charts, graphs, and visual maps produced/ represented through media and is somewhat able to explain the phenomena accurately.

With assistance, the student is able to comprehend complex charts, graphs, visual maps, systems, models, and simulations.

Student is able to interpret accurately explanatory visuals (e.g., charts, graphs, representations of systems, models, simulations) produced and/or presented through electronic media

Symbolic Visuals Novice Basic Proficient Advanced

Understanding of visual symbols used in electronic media

Student is not sufficiently knowledgeable of culture to recognize visual symbols.

Student is sufficiently sophisticated in local/national culture to identify most common and universal symbols, but requires assistance in fully understanding the meanings behind them. He/she is not sensitive to symbols from cultures outside the U.S.

Student has built a significant vocabulary of common local, national, and international symbols. With some support, he/she can effectively locate those not familiar to him/her. The student recognizes that symbols are based on culture and ask probing questions when an unknown symbol is encountered.

The student independently recognizes and interprets symbols through a combination of experience and effective search and analysis strategies.

Abstract Visuals Novice Basic Proficient Advanced

Understanding of abstract visuals used in electronic media

The student is unsophisticated in interpreting abstract electronic visuals.

The student can understand others’ interpretations of abstract electronic visuals, but is not yet able to interpret on his/her own.

The student is aware of what elements and techniques to look for in interpreting abstract visuals, but does not yet have enough practice to absorb the Gestalt without guidance.

The student is a sophisticated interpreter of visual abstracts. He/she is a master at absorbing the Gestalt of a visual based on its elements, form, and function. When questioned about the visual, the student is able to interpret it at all levels (psychological, physiological emotional, psychological, and cognitive).


Informed Viewers


Informed viewers, critics, and consumers of visuals across a range of media

To this student, “seeing is believing.” He/she is not familiar with the techniques and elements of visual communication, so his/her reactions to media, images, and art are based completely on personal preference and past experience.

The student views the visual arts through an unsophisticated eye, remaining relatively simplistic in his/her analysis and appreciation of technique and design elements. He/she recognizes some abstractions and is able to identify only the most universal symbols.

The student is becoming perceptive about his/her own reactions and interpretations to images and the reasons behind these responses. With guidance, the student is able to analyze why people react to certain images as they do. He/she is able to interpret many abstract visual messages and has built a substantial vocabulary of commonly used symbols.

The student is aware of and able to analyze and interpret visuals. He/she is cognizant of and can cope with digital media influences such as design, technique, virtuality, and rate of speed, as well as the impact of these on audiences. The student is able to interpret real, abstract, symbolic, and virtual images.

Knowledgeable Composers


Knowledgeable designers, composers, and producers

The student creates visual works that are exclusively representational, often devoid of sound design elements. These products are limited to the simplest of media (e.g., digital cameras, clip art, or paint programs).

The student is able to incorporate basic elements of design in visual products in very simple ways. These products are created using tools that range from simple to mid-level in sophistication (e.g., productivity tools, presentation software, paint programs, images in word documents).

Products are created that reflect a growing understanding of visual language and that rely on increasingly professional tools (e.g., cropped or rendered photos, original charts and graphs, well-chosen images from databanks, clips from full-motion video, simple mental maps). With guidance, students are moving to more sophisticated digital tools that enable them to design systems, run simulations, and formulate solutions.

The student’s visual products reflect a sophisticated understanding of subject, digital media, and design techniques in light of the domain he/she is studying. The student creates using authentic tools similar to those of professionals.


Communicators Novice Basic Proficient Advanced

Effective communicators using images

The visuals used by students at this level are often limited to clip art, e-mail symbols, or simple images and photographs created through digital cameras or scanners.

The student often communicates ideas using non-original images combined with original text in electronic communications or Web posting. He/she often neglects to acknowledge his/her sources. The student is able to translate simple data sets into graphical images, but is still relatively unsophisticated in creating effective images using good design elements and techniques

The student is becoming more expressive and effective with the images used to convey ideas. His/her communications are becoming more sophisticated through the integration of text, image, number, and design. With guidance, the students’ visual communications effectively use basic design elements and techniques to effectively reach the desired audience(s).

The student is able to communicate effectively through imagery by eliciting emotional, psychological, physical, and cognitive responses through well-designed imagery and digital media (e.g., Word processors, Web developers, presentation tools, visual organizers/ mappers, etc.). The student has an appreciation for the impact of design elements and techniques on audiences and strives to use them effectively.

Thinkers Novice Basic Proficient Advanced

Expressive, innovative thinkers and successful problem solvers through the use of visual tools

The student does not use images to augment problem solving—this is simply not in his/her repertoire.

Students use visual diagrams and thinking tools to express ideas and solve very simple problems.

Students use visual thinking tools frequently. Their visual representation of ideas is increasingly sophisticated and original. With assistance, the student is able to use these visuals to express ideas, learn from peers, and collaborate in team problem solving situations.

Visual thinking tools are indispensable for the student in visualizing thought processes and communicating the results of those processes to others. He/she increasingly creates models, simulations, and visual systems that enable him/her to visualize solutions.


Continuum of Progress: Information Literacy Information Literacy is the ability to evaluate information across a range of media; recognize when information is needed; locate, synthesize, and use information effectively; and accomplish these functions using technology, communication networks, and electronic resources

Identifying Need


Identifying what information is needed

Student cannot explicitly identify what information is needed (or what questions must be answered) to tackle the problem.

Student is independently able to generate a little of the information that is needed (or a few of the questions that must be answered) in order to tackle the task; he/she misses many key issues.

Student can independently and explicitly identify much of the information needed (or many of the questions that must be answered) to tackle the problem; he/she misses a few key issues.

Student can thoroughly and explicitly identify the information needed (or the questions that must be answered) to tackle problem.

Sources Novice Basic Proficient Advanced

Identifying sources of information and their credibility or relevance

Student has no knowledge of potential sources of information; when sources are identified, he/she does not have the skills to discriminate between them for relevance or credibility.

Student has knowledge of a few potential sources of information; when sources are identified, he/she has a few, very general “rule-of-thumb” strategies for determining the relevance and credibility of sources.

Student has knowledge of potential sources of information; when sources are identified, he/she has a number of effective, “rule-of-thumb” strategies for gauging the relevance or credibility of these sources.

Student has knowledge of a range of potential sources of information; when sources are identified, he/she has sufficient understanding of potential biases and agendas to gauge the credibility and relevance of these sources on specific issues.

Enhancing with Technology


Using technology to find information and enhance searches

Student is unable to independently use technology (e.g., online databases) to find information and enhance searches. He/she requires assistance to complete basic technology-supported searches.

Student is able to use a few electronic sources (e.g., online search engines) to find information and enhance searches. However, search strategies are inefficient, requiring a significant amount of time and assistance, or resulting in search results that are not entirely suited to the problem at hand.

Student independently uses a moderate range of electronic sources to find information and enhance searches, though he/she occasionally uses ineffective or inefficient search strategies.

Student independently uses a wide range of electronic sources (various search engines and online databases) to find information and enhance searches. He/she has strategies for honing searches to find relevant information efficiently.


Revising Strategy


Revising information- gathering strategies

Student does not recognize when strategies are ineffective; even when strategies used clearly do not meet the demands of the task, he/she does not possess a wide enough range of search strategies to change them.

Student requires time and assistance to monitor search strategies and change them as needed, to meet the demands of the task.

Student recognizes fairly quickly when search strategies are ineffective, requiring prompting to monitor these strategies only occasionally. He/she has a wide range of search strategies and can revise them as needed.

Without prompting, student quickly recognizes when search strategies are ineffective, and is able to revise them efficiently and independently.

Addressing the Problem


Understanding how information accessed addresses the original problem; evaluating credibility and implications

Student does not discriminate between information that is relevant and that which is irrelevant for the task. He/she also fails to understand the information he/she finds, and does not evaluate its credibility or social, political, and ethical implications.

Student identifies some relevant information, but has only a rudimentary grasp of how the information addresses the original problem. With prompting and assistance, he/she evaluates its credibility or social, political, and ethical implications.

Student identifies relevant information. He/she largely understands how this information addresses the original problem, but does not grasp its more subtle implications. With minimal assistance, he/she evaluates its credibility or social, political, and ethical implications.

Student identifies relevant information and understands fully how it addresses the original problem. He/she independently evaluates its credibility or social, political, and ethical implications.

Presenting Novice Basic Proficient Advanced

Presenting information clearly and accurately

Student is unable to present information accurately, concisely, or clearly. He/she is unable to use technology to enhance presentation.

Student is able to present information somewhat accurately, but the presentation is neither clear nor compelling. He/she attempts to use technology to enhance the presentation, but is largely unsuccessful.

Student is able to present information accurately and efficiently, but the presentation is not entirely compelling. He/she is able to enhance the presentation somewhat through the use of technology.

Student is able to present information accurately, efficiently, and in a compelling manner. He/she is able to substantially enhance the presentation through the use of technology.

Evaluating Novice Basic Proficient Advanced

Evaluating the impact of the product

Student is unable to evaluate the quality of his/her product, and is unaware of any social, ethical, or political impact of his/her work.

Student requires substantial assistance to identify specific strengths and weaknesses of his/her work; awareness of any social, ethical, and political impact of the work is nominal.

With some assistance, student is able to identify specific strengths and weaknesses of his/her work. He/she has an adequate understanding of social, ethical, and political impacts of his/her work.

Student is able to identify specific strengths and weaknesses of his/her product independently and accurately. He/she has a sophisticated and critical understanding of social, ethical, political impacts of his/her work.


Continuum of Progress: Multicultural Literacy

Multicultural Literacy is the ability to understand and appreciate the similarities and differences in the customs, values, and beliefs of one’s own culture and the cultures of others

Awareness Novice Basic Proficient Advanced

Awareness of cultural beliefs, values, and sensibilities

Student is largely ignorant of specific value systems that contribute to the way that he/she and others behave.

Student is aware that culture impacts his/her own behavior and the behavior of others, but his/her understanding of specific beliefs and value systems is largely superficial or incomplete.

Student possesses some knowledge of specific beliefs, values, and sensibilities that contribute to the way that he/she and others behave.

Student is highly knowledgeable about specific cultural beliefs, values, and sensibilities that might affect the way that he/she and others think or behave.

Tolerance Novice Basic Proficient Advanced

Appreciation of similarities and differences

Student fails to recognize similarities between his/her own culture and that of others; he/she consistently judges differences in behavior or lifestyle negatively, and does not associate with individuals from different cultural groups.

With a few exceptions, student fails to recognize similarities between his/her own culture and that of others. Although not negative about differences in behavior or lifestyle, student only occasionally associates with individuals from different cultures.

With guidance, student is cognizant of similarities between his/her own culture and that of others. He/she appreciates, accepts, and associates with individuals with diverse beliefs, appearances, and lifestyles.

Student understands that individuals from diverse cultures share some fundamental beliefs; he/she appreciates and accepts diversity, and seeks opportunities to learn about and interact with different cultures.


Awareness of how technology influences culture

Student does not understand how technology impacts his/her own and others’ worldviews (e.g., by allowing individuals to access pop culture, news, ideas, from other cultural groups).

Student understands that technology allows access to other cultures, but does not understand the impact of this access on worldviews.

Student has some understanding of the way technology impacts his/her own and others’ worldviews.

Student has an insightful understanding of the way technology impacts his/her own and others’ worldviews.

Historical Knowledge


Knowledge of mainstream and non-mainstream history

Student’s knowledge of history – of mainstream and non-mainstream American cultures – is very sparse.

Student’s knowledge of history is limited largely to mainstream American cultures.

Student has some knowledge of the histories of different American cultural groups.

Student is knowledgeable about the histories of different American cultural groups.


Perspective Novice Basic Proficient Advanced

Understanding perspective

Student does not realize that history is socially and politically constructed; when learning about history, he/she does not independently assume the perspective of non-mainstream groups.

Student requires substantial assistance to recognize that knowledge of history is socially constructed and to assume the perspective of non-mainstream groups when learning history.

Student realizes that history is socially constructed. With minimal guidance, he/ she is able to take the perspective of non-mainstream groups when learning about historical events.

Student realizes that history is socially and politically constructed, and has sufficient knowledge to spontaneously take the perspective of non-mainstream groups when learning history.

Stereotyping Novice Basic Proficient Advanced

Sensitivity to stereotyping and bias

Student does not understand that stereotyping and other biases are not acceptable, and tends to engage in these behaviors. Student internalizes implicit, biased messages about other cultural groups (e.g., in media).

At a general level, the student understands that stereotyping and other biases are not acceptable, but he/she is not sensitive to the impact of prejudice or to biased messages about other cultural groups (e.g., in media).

Student understands the dangers of stereotyping and other biases; he/she is aware of and sensitive to issues of racism and prejudice, and sometimes recognizes biased messages about other cultural groups (e.g., in media).

Student understands the dangers of stereotyping and other biases, is sensitive to issues of racism and prejudice, and is highly cognizant of biased messages about other cultural groups (e.g., within media).

Language Novice Basic Proficient Advanced

Language proficiency

Student is not interested in learning other languages. Efforts made toward these skills are superficial and motivated almost entirely by course requirements.

Student is willing to learn another language, but does not appreciate the value of this skill. Though he/she may make a genuine attempt to learn, these efforts are motivated by course requirements.

Student understands the value of being multilingual, is at or working toward this proficiency, and is intrinsically motivated to acquire new languages.

Student understands the value of being multilingual, is at or working toward this proficiency, and is intrinsically motivated to learn not only a new language, but also about the culture from which the language is derived.

Interaction Novice Basic Proficient Advanced

Interaction with individuals from different cultures

Student communicates, interacts, or works poorly with individuals from other cultural groups. Student resists using technology to gain access to individuals or resources from other cultures.

Under supervision, student can generally communicate, interact, and work with individuals from other cultural groups. With substantial guidance, student is willing to use technology to gain access to individuals or resources from other cultures, but these efforts are generally motivated by course requirements.

Student usually communicates, interacts, and works positively with individuals from other cultural groups. Student sometimes uses technology to gain access to individuals or resources from other cultures; these efforts are sometimes self-initiated and intrinsically motivated.

Student almost always communicates, interacts, and works positively with individuals from other cultural groups, seeking opportunities to learn from diverse perspectives. He/she regularly uses technology to gain access to individuals or resources from other cultures; these efforts are generally motivated by interest and exceed course requirements.


Environments Novice Basic Proficient Advanced

Understanding the cultural norms of technology environments

Student has no knowledge of the culture of technological environments (e.g., online chats, instant messaging, MOOs, MUDs), and does not participate in these forums.

Student has some basic knowledge of the culture of technological environments (e.g., online chats, instant messaging, MOOs, MUDs), and participates minimally in these forums.

Student is reasonably fluent in the culture of technological environments (e.g., online chats, instant messaging, MOOs, MUDs), and can participate frequently in these forums.

Student has substantial and sophisticated knowledge about the culture of technological environments (e.g., online chats, instant messaging, MOOs, MUDs), and both participates and initiates activity in these forums.


Continuum of Progress: Global Awareness

Global Awareness is the recognition and understanding of interrelationships among international organizations, nation-states, public and private economic entities, socio-cultural groups, and individuals across the globe

Awareness Novice Basic Proficient Advanced

Knowledge of elements of global connectedness

Student is unaware of the connectedness of nations. He/she is able to identify or discuss the implications of events in the world only at a superficial level.

Student is aware that there is a significant connection between nations of the world. With guidance, he/she can identify the most basic of these connections.

Student has a significant understanding of the connectedness between nations. With some assistance, he/she can identify a number of connections and their implications for the content studied.

Student understands beyond grade-level expectations how nations are connected, and applies this knowledge independently and in sophisticated ways throughout the curriculum.

Impact Novice Basic Proficient Advanced

Understanding of positive and negative impacts

Student is unaware of the impact of connections between nations and does not have the skills to link impact with international relations.

Student is generally aware that nations impact one another and that these impacts can be positive or negative, but he/she has little knowledge of specific considerations and national/ international policies.

Student is specifically aware of some connections between nations and can classify the impact of these interactions as positive or negative with assistance and support.

Student possesses knowledge beyond grade-level expectations of international relations. He/she can critically evaluate the gains and losses to nations in given situations with insight.

U. S. Role Novice Basic Proficient Advanced

Understanding of the U.S. role in international relations

Student lacks any significant understanding of the role of the United States in international policies and international relations.

Student has a minimal understanding of the role of the United States in international policies and international relations. With significant guidance, this limited knowledge is reflected in his/her analysis of current events.

Student has a moderate understanding of the role of the United States in international policies and international relations. With minimal guidance, this understanding is applied to analysis of current events.

Student has an advanced understanding of the role of the United States in international policies and international relations. His/her understanding is applied to analysis of current events in ways that are unique and insightful.


Major Trends Novice Basic Proficient Advanced

Recognizing, analyzing and evaluating major trends in global relations

Student is not able to recognize, analyze, or evaluate major trends in international affairs. He/she does not make connections between international events and his/her local and national community.

Student is able to recognize, analyze, and evaluate major trends in international affairs only with significant support and guidance. He/she needs to be guided in order to make connections between international events and his/her local and national community.

Student is able to recognize, analyze, and evaluate major trends in international affairs with minimal guidance. He/she is beginning to independently make connections between international events and his/her local and national community.

Student is independently able to recognize, analyze and evaluate major trends in international affairs. He/she easily makes connections between international events and his/her local and national community; these connections are often unique and insightful.

Culture Novice Basic Proficient Advanced

Understanding the impact of culture on political relationships

Student is unaware of the ways in which culture impacts national/personal political decision-making.

Student understands that culture impacts national/personal political decision-making, but his/her view tends to cast these issues in black and white. Knowledge is either sparse or includes significant misconceptions.

Student understands some specific ways in which culture impacts national/personal political decision-making.

Student has an excellent understanding of the ways in which culture impacts decision-making of specific nations/groups. This understanding is fair and takes into account multiple cultural perspectives.


Understanding the impact of ideology and culture on national decisions about technology

Student is unaware of the ways in which culture impacts national/personal political decision-making related to the availability and use of technology.

Student minimally understands that culture impacts national/personal political decision-making related to the availability and use of technology, but needs significant guidance to organize and express this understanding.

Student understands some specific ways in which culture impacts national/personal political decision-making related to the availability and use of technology. Minimal support and guidance is still needed to organize and express this understanding.

Student has an excellent understanding of the ways in which culture impacts decision-making of specific nations/groups related to the availability and use of technology. This understanding is often unique and insightful.


Participation Novice Basic Proficient Advanced

Staying current and participating in the global society

In many cases, it has not occurred to the student that persons in other nations directly influence his/her life socially, politically, and economically. He/she shows no interest in international affairs and makes no effort to participate in the democratic process (as appropriate to his/her age and grade) in favor of any position.

The student has a growing awareness of the global nature of the world. He/she is minimally interested in international policy and affairs, but action is limited to learning and reflection. Student participates in the democratic process (as appropriate to his/her age and grade) only when pressed and given specific tasks to accomplish.

The student recognizes his/her own role as an individual in a global society and shows interest in international affairs. When guided, he/she makes a substantial effort to participate in the democratic process (as appropriate to his/her age and grade) through economic, political, or social means (e.g., donations to relief efforts, contributions to international social, health, or environmental concerns).

The student is aware of how his/her actions and the actions of his/her country exert influence globally. He/she shows exceptional interest in international affairs, often making spontaneous and unsolicited contributions in class. He/she seeks to understand the global impact of personal actions (e.g., consumerism based on company policies, consumption of energy, recycling) and is an active participant in the democratic process (as appropriate to his/her age and grade).


Continuum of Progress: Adaptability/Managing Complexity

Adaptability/Managing Complexity is the ability to modify one’s thinking, attitudes, or behaviors to be better suited to current or future environments, as well as the ability to handle multiple goals, tasks, and inputs while understanding and adhering to constraints of time, resources, and systems (e.g., organizational, technological)

Change Novice Basic Proficient Advanced

Attitude toward change

The student responds negatively to change. He/she is always reluctant to try new tasks or learn new methods (e.g. novel technology tools). He/she is unwilling to acknowledge any benefits of change, even when evidence of these benefits is clear.

The student responds apprehensively to change. While reluctant to try out new tasks or learn new methods (e.g. novel technology tools), he/she can be coaxed to do so with support. He/she can appreciate the benefits of change but is very slow to do so.

Student is matter-of-fact about change. Although he/she does not seek change, he/she accepts it as inevitable and is willing to try novel problems or learn new methods (e.g. novel technology tools) when these are required. With firsthand experience, he/she can appreciate the benefits of change.

Student responds positively to change. He/she enjoys working on novel problems or learning new methods (e.g. novel technology tools). He/she anticipates and understands the gains (in productivity or quality of product) that can result from change.

Adaptability Novice Basic Proficient Advanced

Ability to adapt

Student does not discard old techniques and resists learning to use tools (e.g., productivity tools) that can facilitate work. Student cannot change focus or goals as the situation demands.

Except in a few contexts, student does not discard old techniques and is only occasionally interested in learning to use tools that can enhance work. He/she changes focus or goals to meet current demands only with a great deal of assistance.

Student is usually willing to discard old techniques and shows interest in learning to use tools that can enhance work when these are introduced to him/her. With assistance, he/she is able to change focus and goals as the situation demands.

Student discards old techniques in favor of new ones, and actively looks for innovations (e.g., technology) that might enhance his/her work. He/she is able to quickly and calmly change focus and goals as the situation demands.

Perspectives Novice Basic Proficient Advanced

Ability to recognize multiple perspectives

Student is very rigid in his/her approach to problems. He/she tends to believe that there is one best way to solve a problem, and one best solution for any given problem, sometimes ignoring evidence to the contrary.

Student is somewhat rigid in his/her approach to problems. He/she considers a few alternative methods, solutions, or perspectives, but only with substantial assistance and prodding.

Student is flexible in his/her approach to problems. With minimal assistance, he/she considers alternative methods, solutions, or perspectives.

Student is highly flexible in his/her approach to problems. He/she independently considers multiple perspectives and can represent a problem in more than one way; he/she is able to use a range of strategies and tools to approach a problem, and understands that it may have more than one acceptable solution.


Contingencies Novice Basic Proficient Advanced

Anticipating contingencies

Student is always unprepared for contingencies, even those that could have been anticipated (“the printer ran out of ink”). He/she reacts poorly to problems that arise, and is frequently unable to resolve them adequately.

Student plans for contingencies only if told explicitly what problems to anticipate. He/she reacts poorly to problems that arise, but with some assistance is able to resolve them adequately.

Student is able to anticipate and plan for some contingencies independently. He/she responds calmly to problems that arise. Provided that the problems are not large-scale, he/she is usually able to resolve problems satisfactorily.

Student independently anticipates and manages contingencies. When problems arise, he/she responds calmly and methodically, and is able to resolve them effectively.

Monitoring Novice Basic Proficient Advanced

Monitoring for problems, willingness to change strategies

Student does not monitor how well strategies are working, and does not abandon strategies even when they are ineffective. He/she changes strategies reluctantly and only when explicitly directed to do so.

Student monitors how well strategies are working only with substantial assistance. He/she is willing to abandon ineffective strategies when he/she becomes aware of them, but requires assistance or encouragement to do so.

Student monitors how well strategies are working with some cues to do so. Student discards ineffective strategies when he/she becomes aware of them.

Student independently and consistently monitors how well strategies are working. As a result, he/she corrects problems and discards ineffective strategies quickly.

Multiple Goals Novice Basic Proficient Advanced

Managing multiple goals, maintaining focus under pressure

Student cannot manage or prioritize multiple goals; he/she becomes easily overwhelmed and does not remain focused on “the big picture.”

With substantial support, student can manage and prioritize goals, but he/she sometimes becomes overwhelmed under pressure and requires assistance to regain focus.

With minimal assistance, student can manage multiple goals and prioritize among them to meet external demands. He/she usually functions well under stress, but occasionally requires reminders to maintain focus on “the big picture.”

Student can independently manage multiple goals and sets sub-goals to accomplish complex tasks. Even in stressful or evolving situations, he/she remains focused on “the big picture” and prioritizes goals so as to meet external demands.

Self-Management Novice Basic Proficient Advanced

Use of self-management strategies

Student does not appropriately allocate time or resources and is usually disorganized. As a result, he/she is frequently unable to complete tasks effectively or on time.

With substantial assistance, student can appropriately allocate time or resources and become moderately organized. But student requires consistent supervision in order to complete tasks on time.

Student is able to manage and allocate time and resources adequately. He/she remains organized unless tasks become unusually complex. Student finishes projects on time, with occasional difficulty.

Student establishes and follows schedules, allocating resources effectively. He/she remains organized even when tasks become highly complex. Student finishes projects effectively and on time.


Persistence Novice Basic Proficient Advanced

Persisting in the face of obstacles

Student abandons tasks or goals as soon as they become too complex or as soon as he/she encounters obstacles.

Student requires substantial encouragement to persist in seeking goals when obstacles arise; he/she occasionally abandons tasks or goals in these situations.

With minimal encouragement, student persists in pursuing goals when he/she encounters difficulties. He/she abandons tasks or goals only when obstacles encountered are large-scale and complex.

Student remains determined and pursues goals, even when he/she encounters large-scale and complex obstacles.

Systems Novice Basic Proficient Advanced

Systems thinking

Student does not understand that components of systems interact in complex ways, and that these can impact his/her ability to meet goals.

Student understands that components of systems interact and may impact his/her ability to meet goals; however, he/she requires assistance to identify relevant components and must be regularly reminded to think about the way that components interact.

Student is aware of some system components and sometimes remembers to monitor how these interact (e.g., which communication tools are most effective when working in a group, and which ones result in disagreement).

Student actively monitors how components of relevant systems interact (e.g., which communication tools are most effective when working in a group, and which ones result in disagreement).

Reflection Novice Basic Proficient Advanced

Reflecting on past experience to plan future endeavors

Student does not reflect on or use past experiences to plan future endeavors.

With substantial prompting, student reflects on past experiences; he/ she requires continued assistance to use reflections when planning future endeavors.

With minimal prompting, student is able to reflect on past experiences and use them to plan future endeavors.

Student independently reflects on past experiences and uses them to plan future endeavors.


Continuum of Progress: Self-Direction

Self-direction is the ability to set goals related to learning, plan for the achievement of those goals, independently manage time and effort, and independently assess the quality of learning and any products that result from the learning experience

Goal Setting Novice Basic Proficient Advanced

Goal setting

The student does not make an effort to participate in the establishment of goals or to internalize the goals associated with learning activities.

The student participates minimally in the goal setting process.

The student is capable of setting goals using a prescribed or adapted process.

The student has achieved competence and independence in goal setting.

Planning Novice Basic Proficient Advanced

Strategic planning

No effort is made to plan strategically.

With significant assistance, the student can do some planning of learning activities.

With minimal supervision, the student uses tools and processes to plan learning activities and establish benchmarks.

The student has achieved competence and independence in planning functions.

Abilities Novice Basic Proficient Advanced

Belief in abilities

The student may believe that he/she is simply not capable of completing a task due to lack of ability.

The student needs a great deal of encouragement and support to bolster confidence.

The student believes in his/her ability to complete appropriate tasks, but care must be taken to watch for evidence of frustration.

All appropriate learning activities are approached with confidence and challenging tasks are sought out.

Goal-direction Novice Basic Proficient Advanced

Goal-directed effort

The student views the task simply as something that needs to be finished, though he/she is likely to simply forget about the task between reminders by the teacher.

The focus of effort in learning tasks is primarily on the completion of the task, though attention to goals can be elicited through dialogue.

The focus of effort is primarily on learning goals.

The focus in all activities is on learning goals; tasks are sometimes extended in pursuit of these goals.

Interest Novice Basic Proficient Advanced

Interest

The student is disinterested.

The student expresses a general disinterest in learning content unless specifically guided by an expert or teacher to relate learning to other interests.

The student occasionally develops a deep interest in topics being studied.

The student often develops a deep interest in the content being studied.


Attention Novice Basic Proficient Advanced

Focusing attention

When attempting to complete the task, the student is immediately distracted by any stimulus and may actually seek out irrelevant things to do in lieu of the learning activity.

The student has significant difficulty remaining focused when distraction invades the learning space, but has improved in his/her ability to avoid seeking irrelevant activities.

The student is able to maintain focus on learning tasks through all but the most significant distractions.

Care is taken by the student to ensure positive learning environments. He/she is able to focus and maintain attention under virtually all conditions.

Self-instruction Novice Basic Proficient Advanced

Self-instruction

The student is easily stymied when involved in learning and lacks strategies for overcoming roadblocks.

The student, while lacking internal self-instruction strategies, occasionally applies strategies under a teacher’s direction.

The student has internalized some self-instruction strategies. With direction, a variety of these are applied.

The student has many strategies for self-instruction and applies these independently.

Self-monitoring Novice Basic Proficient Advanced

Self-monitoring

The student is not able to monitor his/her efforts during learning.

Student self-monitoring during learning requires the active involvement of a teacher.

The student is able to monitor his/her efforts during learning with occasional guidance from a teacher.

The student automatically and independently monitors performance during the learning activity and self-corrects as needed.

Help-seeking Novice Basic Proficient Advanced

Help seeking

The student does not seek help, preferring to abandon a task.

The student occasionally seeks help, but often from inappropriate sources.

The student occasionally seeks help and usually selects the appropriate source.

The student seeks help when needed and accurately identifies the most efficient and effective source of assistance.

Self-evaluation Novice Basic Proficient Advanced

Self-evaluation

No effort is made to assess the quality of work completed during a learning activity.

The student relies on external sources for evaluation of learning products, but can be guided to limited self-evaluation.

The student is able to self-evaluate using provided rubrics and tools with minimal assistance from the teacher.

Self-evaluation is automatic and the student is capable of sophisticated analysis of progress against standards or, in the absence of standards, against the work of others.


Continuum of Progress: Curiosity

Curiosity is the desire to know or a spark of interest that leads to inquiry.

Novelty Novice Basic Proficient Advanced

Attitude toward novelty

Student reacts negatively to novel elements in the environment.

Except in a few contexts, student reacts negatively to novel elements in the environment.

With moderate prompting by teachers, parents, or peers (e.g., when these individuals raise interesting questions), student reacts positively to novel elements in the environment.

Student reacts positively to novel elements in the environment; he/she spontaneously seeks out novelty or generates topics to learn about.

Ambiguity Novice Basic Proficient Advanced

Attitude toward uncertainty or ambiguity

Student is highly intolerant of uncertainty or ambiguity, as evidenced by his/her discomfort or anxiety in ambiguous situations.

Except in a few contexts, student reacts negatively to uncertainty or ambiguity.

Student is tolerant of ambiguity and uncertainty, but does not go out of his/her way to create or seek ambiguous situations.

Student is highly tolerant of ambiguity and uncertainty, and seeks ambiguous situations in order to enhance learning.

Behavior Novice Basic Proficient Advanced

Behavior toward novel objects and topics (manipulating, exploring, asking questions)

Student does not explore novel objects or topics independently.

Except in a few contexts, student does not explore novel objects or topics independently.

Student sometimes explores novel objects or topics independently.

Student often explores novel objects or topics independently.

Persistence Novice Basic Proficient Advanced

Persistence

Student is willing to stop learning activities before he/she understands the topic.

Student is sometimes willing to stop learning tasks before he/she understands the topic.

Student usually persists until he/she understands the topic.

Student always persists until he/she understands the topic deeply.

Goal-orientation Novice Basic Proficient Advanced

Goal-orientation

The student focuses on doing the least amount of work required, and often fails to meet even minimum requirements. Learning goals are not considered.

The student usually meets requirements, but is driven to complete assignments, not by personal learning goals.

The student usually meets requirements and is sometimes driven by personal learning goals.

The student is driven by specific goals for learning when approaching an assignment. He/she strives to achieve learning goals, often going beyond the requirements of assignments.


Patterns of Thought/Hypothesis Testing


Patterns of thought and testing hypotheses

The student does not look for patterns in content. He/she lacks interest in generating and testing hypotheses about the material being studied.

When prompted by the teacher, the student will occasionally look for patterns in content and will generate some hypotheses, but he/she often lacks the follow-through to test these hypotheses.

The student independently looks for patterns and generates hypotheses. With encouragement, he/she tests these hypotheses.

The student independently and frequently looks for patterns that might be found in material studied. He/she often independently generates and tests hypotheses.

Spontaneous Exploration


Spontaneous exploration prompted by accidental discovery

Student never discovers topics that prompt spontaneous exploration.

Student only occasionally discovers topics that prompt spontaneous exploration.

Student sometimes discovers topics that prompt spontaneous exploration.

Student frequently discovers topics that prompt spontaneous exploration.

Interest Novice Basic Proficient Advanced

Interest in learning about current events

Student shows no interest in staying informed about current events. He/she does not access news sources unless required to do so.

Student only occasionally makes an attempt to stay informed about current events. He/she sporadically seeks out news sources in order to learn about specific events.

Student shows moderate interest in staying informed about current events. He/she accesses news sources with some regularity in order to stay reasonably current.

Student makes active and persistent attempts to stay informed about current events (e.g., student has established accounts with news services, which he/she accesses daily).

Motivation Novice Basic Proficient Advanced

Motivation

Student is exclusively motivated by extrinsic factors (e.g., a desire to earn a good grade).

Except in a few contexts, student is extrinsically motivated to learn about/explore new topics.

Student is often intrinsically motivated to learn. Although extrinsic motivators (e.g., grades) play some role, student becomes genuinely engaged when the teacher (or someone else) expends some effort to make the topic interesting.

Student is almost always intrinsically motivated to learn, seeking to know more than is necessary for a good grade. Although the student may not ignore extrinsic motivators, he/she derives pleasure simply from learning.


Continuum of Progress: Creativity

Creativity is the act of bringing something into existence that is genuinely new, original, and of value either personally (of significance only to the individual or organization) or culturally (adds significantly to a domain of culture as recognized by experts)

Unique Ideas Novice Basic Proficient Advanced

Original, unique, and cogent ideas, phrasing, and products

The student does not produce unique and cogent ideas. Most ideas and products are mundane and predictable.

The student occasionally produces unique and cogent ideas or products, but only with significant guidance and encouragement.

The student often produces unique and cogent ideas and products with a minimum of support.

The student frequently sees links between seemingly unrelated ideas. He/she is able to independently produce results that are fresh, unique, original, and well developed.

Expertise Novice Basic Proficient Advanced

Expertise in at least one domain

The student is not expert in any domain.

The student has expressed a focused interest in a specific domain and is beginning to independently learn the fundamentals of that domain.

The student is independently researching and learning about a chosen domain. With encouragement, he/she is beginning to reach mastery in narrow components of that domain.

The student is recognized by peers and teachers as expert in a special niche within a domain. The student is intrigued by and tremendously interested in the subject area and continuously explores aspects of that area independently.

Risk Novice Basic Proficient Advanced

Risk-taking despite mistakes

The student sees mistakes as serious personal deficiencies rather than as learning opportunities. As a result, he/she is not willing to take risks that might result in mistakes—especially ones that might be public.

The student conceptually understands that mistakes are learning opportunities, but emotionally still views them as personal failures. He/she weighs the odds of failure carefully before taking on challenging problems or publicly sharing ideas or concepts.

The student has enough confidence in his/her abilities to see that mistakes are not personal failures. With encouragement, he/she does take on challenging work. Once invested in such work, the inherent risks become intrinsically motivational to the student.

The student sees mistakes as learning opportunities. He/she at times advocates unconventional or unpopular positions, and is willing to tackle extremely challenging problems without obvious solutions, despite the high potential for failure.


Inquisitiveness Novice Basic Proficient Advanced

Exhibition of curiosity, inquisitiveness, wonder, openness, and excitement

The student seems uninterested in new topics and avoids becoming involved in novel experiences.

The student expresses interest in novel situations or ideas, but is not motivated to explore such ideas or situations further.

The student openly expresses interest and wonder at new phenomena, and with encouragement actively pursues such interests.

The student is motivated, even driven, to know about objects, events, and people. He/she continually attempts to learn about new, unknown, or unexplained phenomena.

Flexibility Novice Basic Proficient Advanced

Flexibility and adaptability

The student lacks flexibility, stubbornly maintaining positions and points of view in spite of new information and changing conditions.

While still fairly inflexible, the student can be guided to reconsider some positions and points of view.

The student is often able to independently envision new responses to varying situations. When supported or encouraged, he/she is able to easily adapt responses to fit the situation.

The student is able to see multiple ways of reacting to changes in conditions. He/she can independently monitor and adjust his/her own positions in response to change.

Intrinsic Motivation


Immersion in challenging learning for intrinsic reasons

The student is not intrinsically motivated and makes little or no effort to find “hooks” for interest in new topics encountered.

The student is still motivated extrinsically, but can be guided to develop specific interest in some topics.

The student is able to motivate him/herself in selected topics of interest within the curriculum. With guidance, interest in most topics can be developed.

The student is intrinsically motivated. He/she has developed the habit of seeking out “hooks’ for interest in any topic. The activity is autotelic—enjoyed for its own sake and not because it leads to later goals. The “flow” experience often causes student to lose all sense of time.

Ambiguity Novice Basic Proficient Advanced

Toleration of and response to ambiguity

The student is not comfortable with open-ended tasks or situations.

The student tolerates ill-defined situations, and at times responds with spontaneity and ingenuity.

The student is sometimes comfortable with open-ended situations, and with encouragement is willing and able to let discovery, exploration, and spontaneity take him/her in new directions.

The student enjoys operating in open-ended or ill-defined situations, responding with spontaneity and ingenuity that leads him/her to discovery and exploration of new ideas.


Personality Novice Basic Proficient Advanced

Complexity and maturity of personality

The student is not comfortable with conflicting views and tends to rapidly move to decisions without exploring a full range of options.

The student has established his/her individuality through predictability in personality traits. From time to time and in stimulating, safe learning environments, he/she will venture outside of that range in ways that extend his/her emotional, social, and intellectual experiences (e.g., the orderly person becomes spontaneous; the submissive person becomes dominant).

The student shifts comfortably between polarities of traits. With some effort and in a stimulating, safe environment, he/she can jump out of a comfort zone to exhibit opposite behaviors. More importantly, the student internalizes the value of such contradictory behavior to social, emotional, and intellectual development.

The student’s personality includes positive, complex combinations of contradictory extremes. He/she is able to move comfortably from one pole to another as the situation may require (e.g., extremely imaginative, yet rooted in reality; extroverted, yet able to be introspective; playful, yet disciplined and able to persevere). Student is able to use this ability to synthesize divergent perspectives into original thought.


Continuum of Progress: Risk-Taking

Risk-taking is the willingness to make mistakes, advocate unconventional or unpopular positions, or tackle extremely challenging problems without obvious solutions, such that one’s personal growth, integrity, or accomplishments are enhanced

Challenge Novice Basic Proficient Advanced

Willingness to tackle challenging tasks

Student is unwilling to tackle tasks that do not have specified solutions/methods or where success is not a given.

Except in some contexts, student is unwilling to tackle tasks that do not have specified solutions or where success is not guaranteed.

With encouragement, student is often willing to tackle tasks that involve unknown procedures and for which success is not guaranteed.

Student is always willing to independently tackle tasks that involve unknown procedures and for which success is not guaranteed.

Risk Novice Basic Proficient Advanced

Selection of (reasonably) “risky” activities

In situations where the student is uncertain of his/her abilities, he/she avoids risk, choosing tasks and methods that are either self-defeating (i.e. certain to lead to failure) or certain to lead to success.

In a few contexts and with substantial encouragement, student chooses tasks and methods that involve intermediate risk of failure/success.

With minimal encouragement, student chooses tasks and methods that involve intermediate risk of failure/success.

Student independently and almost always chooses tasks and methods that involve intermediate risk of failure/success.

Originality Novice Basic Proficient Advanced

Advocating original, unconventional ideas

Student never offers original ideas or shares/advocates thinking that deviates from convention or is unpopular.

With substantial encouragement, student occasionally offers original ideas and shares or advocates thinking that deviates from convention.

With some encouragement, student offers original ideas and share or advocate thinking that deviates from convention.

Student frequently and independently offers original ideas and shares or advocates thinking that deviates from convention.

Criticism Novice Basic Proficient Advanced

Willingness to allow critical appraisal of work

Student is unwilling to hold his/her work up to critical appraisal, particularly when he/she is uncertain about his/her thinking.

Except in some contexts, student is unwilling to hold his/her work up to critical appraisal, particularly when student is uncertain about his/her thinking.

With minimal encouragement and except in some contexts, student is willing to hold his/her work up to critical appraisal, even when uncertain about his/her thinking. He/she is usually willing to amend thinking when his/her ideas are challenged successfully.

Student is always willing to hold his/her ideas up to critical appraisal, even when he/she is uncertain about his/her thinking. Student is willing to amend thinking when his/her ideas are challenged successfully.


Errors Novice Basic Proficient Advanced

Willingness to make errors

Student is uncomfortable making errors and always resists tasks that might result in mistakes.

In a few contexts and with substantial encouragement, student is willing to make errors, though he/she usually avoids tasks that might result in mistakes.

With encouragement, student is usually willing to make errors; he/she is often willing take on tasks that involve novelty and trial and error or those that might be iterative in nature.

Student is always willing to make errors; he/she willingly takes on tasks that involve novelty and trial and error or those that might be iterative in nature.


Continuum of Progress: Higher-Order Thinking and Sound Reasoning

Higher-Order Thinking and Sound Reasoning include the cognitive processes of analysis, comparison, inference/interpretation, evaluation, and synthesis applied to a range of academic domains and problem-solving contexts

Analysis Novice Basic Proficient Advanced

Analysis

Student lacks analytical skills. He/she is unable to identify even the most obvious elements of the problem or work.

Student can conduct simple analysis with assistance, but often misses essential elements of the problem or work.

Student can provide appropriate analysis of most problems, occasionally missing minor elements of a problem or work.

Student provides thoughtful and insightful analysis, often identifying relationships and elements within a problem that are beyond expectations.

Comparison Novice Basic Proficient Advanced

Comparison

Student lacks the skill to conduct comparisons. He/she is unable to identify or apply criteria even with assistance.

Student is able to construct simple comparisons when provided with criteria and guidance.

Student is able to conduct comparisons without significant assistance, occasionally addressing more subtle aspects of subjects.

Student conducts subtle and insightful comparisons that often include criteria or points of comparison that are unique or unexpected.

Inference/Interpretation


Inference/Interpretation

Student is unable to draw appropriate inferences from content-based problems.

Student is able to draw inferences with teacher guidance. Independently drawn inferences are often incorrect.

Student usually draws correct and appropriate inferences from data, observations, and review.

Student draws inferences characterized by deep understanding of content and significant insight.

Evaluation Novice Basic Proficient Advanced

Evaluation

Student is not able to identify or construct criteria for evaluation.

Student is able to conduct evaluations when only when given criteria and significant direction.

Student is able to conduct evaluations, devising criteria and applying those criteria at an adequate level.

Student is able to conduct evaluations using comprehensive criteria and exhibiting a deep understanding of content.

Synthesis Novice Basic Proficient Advanced

Synthesis through the use of contemporary tools

Student is not able to synthesize from content in meaningful ways.

Student is able to create only the most basic “knowledge products” or ideas with teacher direction.

Student creates “knowledge products” that adequately represent a blending of several information sources and occasionally express ideas beyond those referenced.

Student creates “knowledge products” with high levels of creativity and insight that uniquely blend and extend the sources referenced.


Continuum of Progress: Teaming and Collaboration

Teaming and Collaboration means cooperative interaction between two or more individuals working together to solve problems, create novel products, or learn and master content

Varied Roles Novice Basic Proficient Advanced

Assuming varied roles

The student makes little or no effort to assume varied group roles.

The student makes some effort to assume different roles in the group, but does not yet have a firm grasp of the responsibilities necessary for each.

The student usually takes on any role assigned and has a working knowledge of most roles.

The student readily takes on a variety of roles in the group and performs these roles with ease.

Openness Novice Basic Proficient Advanced

Open representation of ideas and concerns

The student has difficulty openly sharing ideas and concerns.

Ideas and concerns are occasionally shared, but there is still significant reticence.

Ideas and concerns are shared openly and honestly in almost every case.

Ideas and concerns are readily and openly discussed; consensus is constantly sought.

Leadership Novice Basic Proficient Advanced

Leadership

The student almost never accepts leadership roles.

Very occasionally, the student is able to assume leadership with guidance and assistance.

The student increasingly accepts leadership roles, but is still more comfortable as a follower or “team player.”

The student is frequently identified as a leader, but readily assumes a follower role when this is in the best interest of the group.

Collaborative Skills


Application of collaborative skills

Student does not recognize the need for collaboration, regardless of context.

Student recognizes the need for collaboration, but is unable to determine appropriate contexts for collaboration beyond the classroom without substantial assistance.

Student recognizes the need for collaboration in many contexts, and with minimal assistance applies collaborative skills learned in the classroom to those contexts.

Student independently recognizes the need for collaboration even outside of classroom contexts. He/she applies collaborative skills independently and appropriately.

Reflection Novice Basic Proficient Advanced

Reflection on collaboration for improvement

Student does not reflect on collaborative experiences.

Student does reflect on collaborative experiences, recognizing success or failure, but is not able to understand what contributed to such success or failure without help.

Student reflects on collaborative experiences and is usually able to accurately analyze strengths and weaknesses. With some prompting, he/she is able to transfer such learning to future collaboration.

Student continuously and accurately reflects on collaborative experiences for the purpose of improvement; he/she independently uses lessons learned to improve current and future group productivity.


Shared Goals Novice Basic Proficient Advanced

Commitment to shared goals and responsibilities

The student is not able to commit to shared goals. Responsibility for tasks is avoided and, if assigned, is usually left incomplete or is completed poorly.

The student voices commitment to the shared goals of the group, though these are often not completely understood or adhered to. The student accepts responsibilities that are given and usually completes these tasks, though his/her focus is still on completion rather than on the quality of his/her contribution to the goal.

The student is able to understand and commit to the shared goals of the group. Responsibilities are readily accepted and completed in a timely fashion with acceptable quality.

The student participates in the formulation of, and readily commits to, shared goals for the group. Responsibilities are not only accepted, but are sought out in a positive fashion. All responsibilities are completed on time and assistance is given to others as needed.

Task-Matching Novice Basic Proficient Advanced

Building a functioning team by matching tasks to team-member abilities

The student is not aware of the roles others play in the team process.

The student is aware of the roles various team members play, but doesn’t relate these roles to the accomplishment of the team’s goals.

With some assistance, the student is able to conduct a task analysis of team goals and match team members to roles. However, he/she does not always recognize when it is necessary to expand team membership to meet goals.

The student is keenly and independently aware of the roles each team member plays in accomplishing shared goals. He/she demonstrates insight in matching tasks to team member abilities and acts on that recognition when necessary (e.g., expanding the team to include those with abilities necessary for full achievement of team goals).

Sharing Novice Basic Proficient Advanced

Sharing personal understandings and resources

Student does not share personal insights, experiences, or resources with the team.

Student contributes to the group through theoretical discussions, but doesn’t yet share personal understandings or resources with the group.

Student’s level of trust and commitment to the group has developed sufficiently to where he/she is beginning to share personal understandings and resources with other members of the group. Sharing often takes place during 1 to 1 interactions rather than within the full group.

Student openly and freely shares personal understandings and resources with the whole team and with individual team members. He/she contributes to the team culture of mutual trust and respect through such openness and commitment.


Feedback Novice Basic Proficient Advanced

Listening respectfully and responding constructively

The student finds it difficult to attend to group discussions and either tunes out or disrupts others with inappropriate comments.

The student is beginning to interact with others in a mature and cooperative fashion, but there are still episodes of disengagement and/or disruption.

The student’s interaction with the group is almost always constructive and supportive.

The student takes great care to listen to others and accord their ideas respect. All interactions are constructive and make a major contribution to the effective functioning of the group.

Iterative Design


Iterative design and redesign of solutions

The student is apt to accept a first iteration as an end solution. The intent is simply to get the job done.

The student is beginning to engage in honest debate and discussion as the solution to the team challenge unfolds. He/she is still inclined to stop work when minimal standards are met, ignoring or discounting the reactions of others.

As the solution evolves, the student’s interaction with the group is constructive and supportive. With some prompting, he/she takes on a proactive role in further research and development beyond the initial work.

The student contributes to the iterative design and redesign of team solutions. He/she is committed to a high quality product and actively contributes to evolving solutions through reflection, research, and honest discussion.


Continuum of Progress: Interpersonal Skills

Interpersonal Skills include the ability to read and manage the emotions, motivations, and behaviors of oneself and others during social interactions or in a social-interactive context

Self-Awareness Novice Basic Proficient Advanced

Emotional intelligence, self-awareness, and self-management

Student is frequently unaware of the negative emotions (e.g., fear or insecurity) underlying his/her interactions with others. Negative emotions frequently escalate or lead to more destructive emotions.

With assistance, student can be made aware of the negative emotions (e.g., fear or insecurity) underlying his/her interactions with others. Student is able to manage emotions with substantial assistance.

Student is usually aware of his/her emotions, though he/she requires occasional assistance to manage negative emotions.

Student is highly aware of his/her emotions, and of how one emotion might lead to another. He/she is able to manage and preempt negative emotions before they escalate, and understands how different situations (e.g. challenging virtual environments) affect his/her emotional state.

Behavior Management


Ability to manage one’s own behavior

When dealing with others, student is unable to exercise restraint; he/she responds impulsively (e.g., with anger or out of fear/insecurity), even when such behavior is detrimental his/her to long-term interests.

When dealing with others, student is able to exercise self-restraint only with intervention or moderation. Though somewhat able to weigh the potential impact of his/her behavior, he/she requires assistance to express emotions appropriately.

Student is usually able to exercise self-restraint without assistance. Though able to weigh the potential impact of his/her behavior, he/she sometimes has difficulty expressing emotions.

Student remains composed and focused, even under stress. He/she is able to express emotions constructively and appropriately.

Goal Alignment Novice Basic Proficient Advanced

Aligning goals to the goals of others during collaboration

In situations where cooperation is necessary, student nevertheless pursues his/her own agenda, even when that agenda is detrimental to group goals.

In situations where cooperation is necessary, student aligns his/her agenda to the goals of others only when given incentives or to avoid negative consequences.

In situations where cooperation is necessary, student usually aligns his/her goals to the goals of the group.

In situations where cooperation is necessary, student willingly aligns his/her own goals to the goals of others, either sacrificing or modifying a personal agenda in the process. Student derives personal satisfaction from achieving group goals.


Understanding Novice Basic Proficient Advanced

Understanding of and sensitivity to others’ needs and emotions

Student cannot understand others’ perspectives, emotions, or behaviors. He/she demonstrates no understanding of how context (e.g. virtual vs. face-to-face environments) can impact interactions with others.

With assistance, student can be made to understand others’ emotions, perspectives, and behaviors. With regular prompting, he/she can demonstrate some sensitivity to the impact of context (e.g. virtual vs. face-to-face environments) on interactions with others.

Student is usually aware of others’ perspectives and can often make appropriate inferences about the emotions underlying others’ behaviors. He/she usually demonstrates some sensitivity to the impact of context (e.g. virtual vs. face-to-face environments) on interactions with others.

Student is highly aware of others’ emotions, perspectives, and behaviors, often demonstrating insight that exceeds expectations. He/she is highly sensitive to the impact of context (e.g. virtual vs. face-to-face environments) on interactions with others.

Conflict Management


Managing conflict and communicating effectively

Student manages conflict poorly, alienating others in the process. He/she fails to listen to others and does not communicate his/her own perspective persuasively.

With assistance, student is able to manage conflict adequately, though he/she requires reminders to listen to others and assistance to communicate effectively.

Except in highly charged situations, student is able to manage conflict effectively. He/she usually listens to others, and communicates his/her perspective clearly in both face-to-face and virtual situations.

In both face-to-face and virtual situations, the student manages conflict effectively, approaching it from the perspective of finding win-win solutions. He/she listens to others and is receptive to ideas different from his/her own. Student’s sensitivity to others’ priorities and needs enables him/her to persuasively communicate his/her perspective.

Influencing Others


Constructively influencing others’ emotions and behaviors

Student frequently creates or exacerbates negative emotions (e.g., fear, insecurity) in others.

Student sometimes creates or exacerbates negative emotions in others, but attempts to make repairs when encouraged.

Student is careful not to create or exacerbate negative emotions in others.

Student is careful not to create or exacerbate negative emotions in others and often contributes to positive emotions (e.g. pride) in others by communicating appreciation for their strengths or contributions.


Continuum of Progress: Personal Responsibility

Personal Responsibility is the ability of an individual to manage and use technology to achieve balance, integrity, and quality of life as a citizen, a family and community member, a learner, and a worker

Seeing Access as a Privilege


Acknowledging technology as a privilege; recognizing the importance of adhering to ethical guidelines and protocols

Student does not acknowledge that access to technology is a privilege, and is largely unaware of any legal and ethical guidelines or protocols related to technology use.

When prompted, the student acknowledges that access to technology is a privilege, but he/she is unaware of specific guidelines and protocols related to ethical use.

Student acknowledges that access to technology is a privilege and realizes that guidelines and protocols warrant adherence. With guidance, he/she attempts to stay informed about evolving guidelines/protocols for technology use.

Student acknowledges that access to technology is a privilege and realizes that guidelines and protocols for use warrant adherence. He/she actively and independently attempts to stay informed about evolving guidelines/protocols and critically evaluates his/her own technology use with respect to them.

Responsible Use


Responsible use of technology systems and information

Student does not distinguish between responsible and irresponsible technology use. He/she intentionally or unknowingly violates principles of ethical use (e.g., copies software, downloads and distributes copyrighted materials).

Student does not usually apply legal and ethical guidelines or laws to his/her personal and academic technology use or to information accessed via technology (e.g., citing work found on the Internet). As a result, he/she sometimes violates principles of ethical use (e.g., copies software, downloads and distributes copyrighted materials).

Student frequently applies legal and ethical guidelines or laws to his/her personal and academic technology use and to information accessed via technology (e.g., citing work found on the Internet). As a result, violations of ethical guidelines are rare and unintentional, and the student corrects these as soon as he/she becomes aware of them.

Student regularly and systematically applies legal and ethical guidelines or laws to his/her personal and academic technology use and to information accessed via technology (e.g., citing work found on the Internet). Violations of ethical guidelines are very rare, never intentional, and are immediately corrected.


Understanding Implications


Understanding global implications of personal actions

Student does not understand global implications of his/her use of technology.

Student is somewhat aware that technology users are a global community and that his/her unethical or illegal actions affect others, but this knowledge is neither developed nor specific.

Student is aware that unethical and illegal actions affect a global community of technology users. With some guidance, he/she can understand the impact his/her actions and behaviors have on this community.

Student is highly aware that unethical and illegal actions affect a global community of technology users, and has a thorough, independent understanding of the impact his/her actions and behaviors have on this community.

Goals Novice Basic Proficient Advanced

Setting, prioritizing, and meeting personal, civic, family, and school-related goals

Student fails to set goals in more than one of these areas. He/she is unable to prioritize among goals and often fails to meet them.

With guidance, student can set goals in these areas. However, strategies for prioritizing and pursuing goals are ineffective, and the student is easily distracted or prevented (e.g., by stress) from achieving objectives.

Student sets personal, civic, family and academic goals. With guidance, he/she prioritizes these goals and develops adequate strategies for pursuing them.

Student sets personal, civic, family, and academic goals, and independently pursues them by organizing priorities and developing effective strategies. He/she perseveres in the face of obstacles that arise.

Balance Novice Basic Proficient Advanced

Balancing personal, civic, family, and work demands using technology

Student becomes overwhelmed or distracted easily, and neglects demands in some of these domains. He/she fails to monitor and control uses of technology in one or more of these areas (e.g., he/she over-engages in online chats and neglects homework).

Student realizes that personal, family, civic and work obligations are important, but does not know how to fulfill demands in all of these areas adequately. He/she attempts to use technology responsibly in several of these areas, but use does not yet reflect a balanced approach.

With assistance, student is able to develop strategies to help him/her balance personal, civic, family, and work demands. He/she usually monitors and controls technology use in each of these areas (e.g., limits use of cell phone, computers for personal/work use), and with some supervision, he/she balances technology use to meet a range of demands.

Student is able to independently balance personal, civic, family, and work demands by successfully using a variety of strategies. He/she monitors and controls uses of technology such that technology access does not detract from – and in fact enhances – pursuit of goals within these domains.


Continuum of Progress: Social and Civic Responsibility

Social/Civic Responsibility is the ability to manage technology and govern its use in a way that promotes public good and protects society, the environment, and democratic ideals.

Democratic Society


Understanding of the role information plays in a democratic society

Student has only a general awareness that unfettered access to information plays a role in a democratic society (e.g., can state that freedom of expression is important), but does not understand what is lost when information is restricted or abused.

Student has a rudimentary understanding of the importance of information to a democratic society, but this understanding is one-sided: unfettered access is viewed as positive, but student does not understand ways in which information, unchecked, can infringe on democratic ideals.

Student understands the importance of information to a democratic society; he/she is aware of some of the gains/abuses that result from both unfettered and restricted access to information.

Student has a sophisticated understanding of the way that access to information – restricted or unfettered – can impact rights and liberties at many levels. He/she can articulate ways in which society must promote or restrict information access and use. Student’s use of information adheres to his/her sense of social and civic responsibility.

Public Policy Novice Basic Proficient Advanced

Involvement in technology-related public policy issues

Student has no awareness of policies that promote ethical technology use, protect intellectual property, or safeguard personal privacy; he/she does not participate in or monitor activities that impact such policies.

Student has some knowledge of technology-related public policies, but he/she is not aware that his/her own behaviors can impact these policies. Student’s knowledge about these policies is general, and he/she makes little attempt to learn more.

Student is aware of ways in which he/she can impact technology-related public polices and sometimes engages in such activities. Student can articulate some ways in which policies need to be changed to address specific gaps, and sometimes makes an independent attempt to learn more.

Student understands beyond grade-level expectations the impacts, strengths, and gaps of technology-related public policies. He/she pursues school/personal activities that allow him/her to engage in policy debates, communicate with government leaders about policy issues, or keep abreast of changes in policy.


Ethical Issues Novice Basic Proficient Advanced

Awareness of ethical issues raised by technological innovation

Student makes no attempt to increase public awareness of ethical dilemmas raised by technological innovations; any activities in this arena are prompted by course requirements and attempts are not thoughtful.

Student sporadically participates in public discourse in an attempt to raise awareness about ethical issues raised by technology, but these attempts are motivated by others (friends, teacher) and the student does not sustain interest or involvement in these activities.

Student regularly and independently participates in activities intended to raise public awareness of ethical issues surrounding technological innovations. However, he/she does not organize or initiate such activities.

Student actively attempts to raise public awareness by researching issues surrounding technological innovations and informing others through formal or informal means of this research. He/she regularly pursues and organizes (through school/community organizations or personally) activities that generate public discourse about and involvement in such issues.

Public Good Novice Basic Proficient Advanced

Promotion of positive technological change to advance the public good

Student does not pursue activities that promote positive technological change for the public good. Any participation in such activities is prompted by course requirements; student efforts suggest that he/she is simply “going through the motions.”

Student occasionally participates in initiatives to promote technological change for the public good, but participation is sporadic and he/she loses interest easily.

Student participates in activities that promote technological change for the public good when these are organized by school or community groups.

Student participates in or organizes activities that promote technological change for the public good. Even student’s day-to-day technology-related activities are informed by concerns about ethical use and public welfare.


Continuum of Progress: Interactive Communication

Interactive Communication is the generation of meaning through exchanges using a range of contemporary tools, transmissions, and processes

Electronic Environments


Consideration of the features, conventions, and etiquette of interactive communications environments

The student is not familiar with the features, conventions, or etiquette of digital tools and environments.

The student understands and considers the basic features of at least one digital tool and online environment (most often basic email and online chats). He/she is most familiar with text-based messages and is aware of etiquette and text symbols to denote emotions, using these appropriately.

The student is familiar with most features of online communications environments (interactive video, Web-based video/audio interactions, chats, email, threaded conversations). He/she is aware of the various modes of peer-to-peer, student-to-adult, and group situations using a variety of media formats (voice, video, text, and image).

The student is well versed in the range of features (e.g., audio, video, text, images) of various digital tools and environments for communicating effectively with a variety of audiences. He/she understands the different conventions and etiquette of each, and is adept, proactive, and creative in applying them to this range of media.

Media Novice Basic Proficient Advanced

Choice of media

The student is aware that media options exist, but does not have sufficient knowledge to use them. He/she may feel comfortable using one of the most rudimentary media forms, but does not tailor media use to purpose or audience.

The student is aware of potential media options, but his/her choice of media is based on personal preference rather than on the effectiveness of that media form for a particular purpose or audience.

This student, with guidance, researches possible choices as he/she considers which to use for communication. He/she has enough experience using a range of media to make an informed judgment; with direction, this student is able to choose media to fit audience and purpose.

The student is knowledgeable about a range of media and the ways in which combinations of digital media can be used to one’s advantage. He/she carefully considers audience, the audience’s level of technological access and expertise, and the purpose of his/her communication before choosing media. Often, this student will conduct research to review communiqués or interactive sessions that might inform his/her choice.


Communities of Interest


Seeking out and interacting with virtual communities of interest (formal and informal learning)

The student does not know about online communities of interest.

The student is inconsistently involved with online communities of interest; involvement is prompted by formal requirements within the school’s curricula.

With some guidance, the student researches, identifies, joins, and regularly interacts with online communities of interest; involvement is prompted by formal and optional curriculum guidelines.

The student independently identifies, joins, and regularly interacts with online communities of interest. He/she is involved in formal and informal learning through such communications.

Range of Expression


Use of a full range of expression (audio, video, text, image, and combinations thereof) to maximize impact on audience

The student’s repertoire includes few digital media expressions. At this level, he/she may use text and digital photographs.

This student regularly uses several modes of digital media to communicate. However, he/she does not integrate multiple media forms effectively.

With guidance, this student can use and integrate a range of digital media (e.g., photography, audio, video, hypertext, Web production, digital editing, presentation slides) to generate communications. With direction, he/she is able to enhance communications products through unique combinations of such digital media.

The student independently uses digital media to express ideas through a combination of audio, video, text, and image. In asynchronous modes of communication, he/she often produces or locates multimedia to use in his/her responses. Offline, he/she uses a full range of media in productions, compositions, and presentations.

Modes of Interaction


Comfort with immediacy of interaction; engaging in appropriate types and levels of ‘give-and-take;’ registering emotional cues

The student is not comfortable with back-and-forth electronic communications.

This student often finds him/herself unprepared for a synchronous session. As a result, he/she either doesn’t engage in the conversation or his/her comments are off-topic. The student is not comfortable enough with the environment to step back, and thus does not monitor his/her interactions, usually interacting too much or too little. He/she doesn’t consistently use emotional cues to facilitate communication.

The student is experienced using a range of synchronous modes of communication, including Internet chats, interactive video, real-time threaded conversations, and phone conferencing. With periodic reminders, he/she is able to facilitate communication by using emotional cues appropriate to the media.

The student is prepared for synchronous sessions. He/she is able to track the flow of the conversation, share succinct, informed messages that build on prior interactions, and contribute to the purpose of the process. He/she actively engages in back-and-forth interactions, appropriately using emotional clues to help convey his/her message.


Management Novice Basic Proficient Advanced

Management of high volume electronic communication

The student addresses electronic communications linearly (e.g., in the order that messages were sent) and non-strategically, without prioritizing or allocating time effectively.

The student has some success in managing electronic communications, but does not rely on features of communications tools to do so.

This student uses the basic features of communication tools to manage time and effort expended on electronic communications.

The student strategically uses the features of communication tools to efficiently sort, store, search, and manage electronic communiqués by type, date, source, purpose, and priority.

Listening for Understanding


Ability to listen well, seek mutual understanding, welcome sharing, and consider another’s view

The student is most interested in voicing his/her own opinions. In asynchronous situations, his/her messages tend to be wordy and unrelated to prior messages from peers/group members. In synchronous situations, he/she may contribute comments inappropriate to the flow of conversation.

The student is interested in what his/her partner or team members are saying during the communication session. However, he/she responds prematurely, without listening fully, or without hearing from all parties. His/her messages appear to be hasty and not well thought out.

When online facilitation is available, this student exhibits sensitivity to others’ viewpoints. He/she is willing to share information and may ask for clarification from others. In such situations he/she contributes to the flow of the communication. On his/her own, in asynchronous situations, sensitivity is diminished slightly.

The student is interested in others’ ideas, probing in appropriate ways to be sure he/she and others fully understand all positions. He/she considers others’ viewpoints before responding, often noting differences and similarities. This student is able to smoothly interact in one-on-one, group, synchronous, and asynchronous situations.

Responsible Behavior


Ability to behave responsibly during use of digital communications, esp. in situations of anonymity

The student is not aware of the potential harm to others that is possible through inappropriate communications. In anonymous situations, in particular, student may be intentionally insensitive or abrasive.

The student has little personal experience with digital media and online communications. The student’s communiqués are, at times, unintentionally insensitive.

This student is experienced in the use of digital media and online communications. He/she, with prompting, usually exhibits sensitivity and ethical behavior whether in anonymous situations or not.

The student uses digital media and networks responsibly. As such, all communications (anonymous or otherwise) are guided by high ethical standards.


Continuum of Progress: Prioritizing, Planning, and Managing for Results

Prioritizing, Planning, and Managing for Results involve the ability to organize to achieve the goals of a specific project or problem efficiently and effectively

Framing Questions


Framing meaningful questions and exhibiting goal orientation

Student is unaware or unmindful of the ultimate goal, and as such is not able to frame appropriate questions or planning processes related to it. Goals are more often about merely completing a task than about more meaningful, content/ context-specific purposes (e.g., to create a persuasive communication targeted to a specific audience.)

With periodic reminders, student can maintain some focus on the larger goal and can frame appropriate questions and planning processes related to it. However, effort is often directed toward simply completing task.

Student, with minimal support, can usually remain focused on the larger goal and can frame appropriate questions and planning processes related to it. He/she generally directs effort at meeting goals meaningfully instead of simply completing task.

Student independently maintains a strong focus on the larger goal and frames appropriate questions and planning processes related to it. He/she is willing to go above and beyond task requirements in service of this goal.

Developing a Plan


Reflecting on the problem and plotting a possible course of action

Student dives into tasks, spending little or no time up front reflecting on actions and whether they are likely to meet the larger goal. He/she frequently makes blunders that could have been avoided with more planning.

With substantial assistance, the student spends some time up front reflecting on possible courses of action and their likely consequences. However, this process is often hasty and shortsighted, and as a result, the student makes some blunders that might have been avoided with more planning.

With minimal assistance, the student spends time up front reflecting on possible courses of action and their likely consequences. He/she is usually able to avoid unnecessary “along-the-way” blunders as a result of this process.

Student independently spends time up front reflecting on possible courses of action and their likely consequences; he/she sets smaller objectives in service of the larger goal. As a result of careful planning, student is largely able to avoid unnecessary “along-the-way” blunders.

Obstacles Novice Basic Proficient Advanced

Anticipating and managing obstacles

Student fails to anticipate contingencies or obstacles and is unable to manage them when they occur.

With assistance, student can anticipate some contingencies and obstacles, but his/her plan for managing these is often not well thought out.

Student anticipates some contingencies and obstacles independently, and is usually able to generate a reasonably effective plan for managing them.

Student anticipates contingencies and obstacles often and independently, generating effective plans for managing them.


Leadership Novice Basic Proficient Advanced

Exhibiting leadership qualities

Student either does not exhibit leadership traits or he/she antagonizes/alienates others in his/her attempts to lead.

Student occasionally attempts to take on a leadership role, particularly when assigned this role by a teacher, but he/she is not assertive or organized enough to do so successfully.

Student exhibits some leadership traits, particularly when assigned leadership roles by a teacher. But while this student successfully moves others towards the goal in these instances, he/she is less comfortable as a leader than as a follower.

Student exhibits positive leadership traits that contribute to achieving the goal. He/she helps others stay focused, apportions tasks and responsibilities effectively, and monitors group progress toward the goal. All of this is done in a way that does not undermine others’ efforts.

Allocating Time


Allocating time and resources effectively

Student does not allocate time and resources effectively, and is frequently unable to meet goals as a result.

With substantial assistance, student is able to allocate time and resources in a way that enables him/her to meet goals adequately.

Student is independently able to allocate time and resources in a way that enables him/her to meet goals adequately; when he/she has some assistance, student is able to allocate time and resources very effectively.

Student is independently able to allocate time and resources in a way that allows him/her to achieve excellent results toward the goal, with as little waste (of manpower, time, etc.) as possible.


Continuum of Progress: Effective Use of Real-World Tools

Effective Use of Real-World Tools (e.g., the hardware, software, networking, and peripheral devices used by Information Technology (IT) workers to accomplish 21st century work) is using these tools to communicate, collaborate, solve problems, and accomplish tasks

Field Tools Novice Basic Proficient Advanced

Understanding the value of a tool to a particular field; becoming comfortable with those tools

Student does not understand the value of using technology tools in any field and is uncomfortable doing so.

Student has a general sense of the value that can be added by using technology tools in particular fields, but is mostly uncomfortable using these tools.

Student understands the value that specific tools can add to the study of various fields and is becoming increasingly comfortable using these tools.

Student is highly knowledgeable about the value that specific tools can add to study and application in numerous fields. He/she is extremely comfortable using these tools.

Content Novice Basic Proficient Advanced

Learning about content through general technologies and those specific to a field

Student is not aware of general or specific technologies used by practitioners that may extend learning in his/her area of study; he/she does not use such resources to enhance the learning of academic content.

Student is aware of general technologies used by practitioners to extend learning in his/her area of study. However, these resources are rarely used to enhance the learning of academic content, and only under teacher direction.

Student is aware of both general and specific technologies used by practitioners to extend learning in his/her area of study. He/she is relatively proficient in his/her use of general productivity tools to learn about content, but requires guidance when using more specialized tools.

This student emulates practitioners in his/her use of both general and specialized technologies to support learning within a content area. He/she uses this wide range of tools to solve problems, explore new areas, analyze data, and communicate results.

Bridging Theory and Practice


Using real-world tools as a bridge between the theory and practice

Student resists learning about current tools and software updates and does not use real-world tools to bridge theory and practice.

Student stays up-to-date with available tools only when urged by others. With guidance, he/she uses general real-world technologies, web browsers, and simple visualization tools to simulate simple applications in authentic situations. Student does not use specialized tools.

Student willingly learns about new tools when they are made available. He/she independently uses general real-world technologies, web browsers, and simple visualization tools to analyze and resolve authentic problems, but requires guidance when using more specialized tools.

Student is always aware of the most current tools available, frequently seeking out and learning about them independently. He/she uses both general and specialized real-world technologies to analyze and resolve authentic problems without guidance – often in creative, innovative ways.


Documenting Novice Basic Proficient Advanced

Documenting resulting products; guiding use and continued development of work

Student does not use technology to produce original work. Therefore, he/she does not produce documentation.

Student recognizes time saved through careful documentation of electronic work. However, he/she is not working on complex enough products to fully grasp the importance of such documentation in terms of productivity and efficiency. To date, documentation is very sketchy.

Student documents work to achieve efficiency of effort. He/she is able to recognize when a manual or set of instructions is necessary for users, and with some guidance, is able to satisfactorily write such instructions.

Student fully understands and appreciates the value of careful documentation both to the author and to those who may need to revise or build upon the work. He/she has developed consistently good habits of documentation, and independently makes good decisions about users’ need for manuals or online prompting. He/she is able—and willing—to write such prompts in ways that augment the use of his/her products.


Continuum of Progress: Relevant, High-Quality Products

Relevant, High-Quality Products are intellectual, informational, or material products that serve authentic purposes and result from student use of real-world tools to solve or communicate about real-world problems

Content Novice Basic Proficient Advanced

Quality of content

Product reflects limited research and thinking, representing only the most obvious positions or information about the subject matter.

Student has made some attempt to research deeper questions about the content and to synthesize divergent bodies of knowledge, but this thinking is not well developed. His/her product may not be completely accurate or balanced, and sources are not carefully cited.

The student’s product reflects the fact that, with some guidance, a balanced perspective was well researched, though this balance may not have been well integrated. However, the product contains accurate information that is carefully cited.

The student has independently researched and developed a product representing a depth of understanding and a balanced perspective on a topic. He/she uses well-cited examples and quotations mixed with his/her own composition to present accurate, logical, and original perspectives on the area of study.

Strategic Use Novice Basic Proficient Advanced

Use of media and technology tools to enhance product

Student does not use a range of technology tools or media (e.g. text, images, design elements) to develop his/her product. Technology/media forms that are used are used because they can be, not because they add any value; as a result, they sometimes detract from the quality of the product.

Student uses a range of media and technology tools (e.g. text, images, design elements) to develop product, but does not do so strategically. Use of some technology/media lacks polish.

Student strategically uses a range of media and technology tools (e.g. text, images, design elements) in ways that add some value to some aspects of the product he/she generates.

Student strategically uses a range of media and technology tools (e.g. text, images, design elements) to produce specific effects and in such a way that every aspect of the product appears well thought out, purposeful, and necessary.


Integration Novice Basic Proficient Advanced

Integration and application of technological, communication, and visual literacies

Student is deficient in one or more of the technological, communication, and visual literacies. Such deficiency prevents him/her from thinking visually, using various media to solve problems, and from presenting ideas effectively. If technology is used, it is often limited to a single productivity tool.

Student makes some attempt to expand his/her thinking about an area of study through visuals, hypertext, and interactive communications. Products may represent student thinking through simple visual maps (Inspiration), graphs generated with Excel, original summaries of research using word processors, or visuals produced in graphics programs.

Student applies a range of relevant technological, communication, and visual literacies to his/her research in an area of study. With some guidance, his/her product communicates through a combination of original writing, graphics, images, and original visual models, but such works are often not sufficiently integrated to be highly effective communiqués.

Student independently applies a range of technological, communication, and visual literacies to his/her research in an area of study. The resulting product represents a well-integrated combination of original writing, original visuals, and researched citations (text, audio, and/or visual), effectively accomplishing the author’s intent to persuade, inform, or influence through media and message appropriate to an intended audience.

Significance and Utility


Utility and significance of “knowledge products” beyond the classroom

Student product has no real-world utility or significance and clearly serves the singular purpose of completing course requirements. Student has a poor understanding of the ways in which his/her product fails to meet the needs of the original problem.

Student attempts to tailor his/her product to the demands of an authentic problem-solving task; however, he/she fails to meet real-world constraints or needs on many dimensions. Student has only a superficial understanding of the way the product might meet (or fail to meet) real-world needs.

Student’s product has some real-world significance and utility. Student has an adequate understanding of the ways his/her product meets real needs or demands created by the original problem.

The student’s product is clearly significant to real-world issues. Student has an excellent understanding of the ways his/her product might be used, as well as the needs and demands that are met or not met by the product.

Evaluation Novice Basic Proficient Advanced

Standards for gauging product quality; testing and evaluating solutions

Student has no internal standards for gauging product quality; he/she does not evaluate solutions or processes used.

Student has a few internal standards for gauging product quality, but requires reminders to apply these standards when evaluating his/her finished product. He/she does not test solutions during the development process.

Student has some standards for gauging product quality and applies these standards when evaluating his/her finished product. He/she tests solutions with intended audiences during the development process.

Student has well-thought-out, insightful standards for gauging product quality. He/she frequently and regularly applies these standards when evaluating his/her product and uses them to reflect on the development process. The product is tested both during development and after completion to ensure that it is an effective solution to the original problem.
