Self-direction
| For each assignment (for which the trait can be demonstrated), the student:
|
| TRAITS
| ADVANCED
| PROFICIENT
| BASIC
| NOVICE
|
Systematic and comprehensive planning
| Develops a plan which sets the priorities, includes a timeline, and identifies and assembles all of the skills, tools and resources needed
| Develops a plan which sets some priorities, includes a timeline, and identifies and assembles most skills, tools and resources needed
| Develops a plan which includes a timeline and identifies some skills, tools and resources needed
| Develops a plan which needs details, as well as skills, tools and resources to be named
|
Self-instruction
| Applies strategies independently and in new contexts for self-instruction, solving problems and seeking appropriate help as required by circumstances
| Applies strategies and problem-solves with occasional instructor prompting; develops expertise needed to accomplish task
| Applies strategies and problem-solves with frequent prompting from teacher; help required more to stay focused than to advance learning
| Rarely uses resources effectively and needs consistent teacher guidance and refocusing
|
Resources
| Independently identifies and effectively uses relevant resources
| Selects and uses appropriate resources with minimal teacher guidance
| Frequently requires teacher guidance to select and use resources effectively
| Rarely uses resources effectively and needs consistent teacher guidance.
|
Effective and sustained effort
| Independently maintains focus, seeks and uses feedback to accomplish tasks efficiently; adjusts the plan and perseveres to accomplish desired results.
| Needs limited redirection and accepts feedback to accomplish tasks; makes some adjustments to the plan and perseveres to accomplish the results
| Requires frequent redirection to focus on learning process and to accomplish tasks; begins to understand that adjust is needed to accomplish results
| Consistently needs direction; requires refocusing to remain on task
|
Self-monitoring and reflection
| Independently reflects upon learning and self-corrects; identifies strengths and weaknesses, using feedback and modifying work accordingly
| Occasionally needs teacher guidance to monitor learning; self-corrects, identifying strengths and weaknesses and using feedback to modify work
| Frequently requires teacher prompting and intervention to reflect on learning, as well as to identify strengths and weaknesses and to use feedback to modify work
| Rarely monitors work; requires teacher guidance to identify strengths and weaknesses and to use feedback to modify work
|
Results are valuable
| Independently arrives at high quality results which show a richer understanding and attainment of goals and/or plans
| Shows results which demonstrate growth and align with intended outcomes of goals and/or plans
| Shows results that fall short and gaps between what was proposed and what was achieved
| Shows results that are inconsistent and do not clearly align to the goals
|
Digital Communication
| For each assignment (for which the trait can be demonstrated), the student:
|
| TRAITS
| ADVANCED
| PROFICIENT
| BASIC
| NOVICE
|
Electronic environments
| Uses a wide range of features from various digital tools, media, and networks effectively and independently to express an idea in a new and creative way
| Uses many features of various digital tools, media, and networks to capably express an idea
| Uses a few features of basic digital tools to communicate a message; may require some teacher or mentor direction
| Demonstrates minimal knowledge of digital tools and can use them only with direction to communicate a message
|
Media: Awareness of range of media
| Independently conducts research to appropriately match technology to assignment; knowledgeable about a wide range of media and ways to combine them effectively
| Conducts research of a range of media to make an informed judgment to match technology to assignment
| Develops awareness of potential media options
| Shows awareness of only a simplistic media option
|
Conventions and etiquette in media
| Is proactive and creative in applying conventions and etiquette to a wide range of media and environments
| Is adept in applying conventions and etiquette to a wide range of media and environments
| Applies conventions and etiquette in a limited number of media and environments.
| Has difficulty applying conventions and etiquette and can use them only with assistance.
|
Design elements
| Independently and appropriately applies advanced elements of design of maximum impact on the audience
| Appropriately applies elements of design to effectively reach the desired audience
| Applies elements of design without effectively reaching the desired audience, with guidance
| Is unable to apply elements of design
|
| Responsible behavior
| Uses digital media and networks responsibly; all communications are guided by high ethical standards
| Is able to use digital media
and online communications, usually exhibiting sensitivity and ethical behavior
| Demonstrates little personal experience with digital media and communications, such that communications are occasionally unintentionally insensitive
| Demonstrates little personal experience with digital media and communications; such that communications may, at times, be intentionally insensitive or abrasive
|
| Problem Solving
| For each assignment (for which the trait can be demonstrated), the student:
|
| TRAITS
| ADVANCED
| PROFICIENT
| BASIC
| NOVICE
|
| Identifying and addressing obstacles
| Accurately and thoroughly identifies and addresses relevant constraints or obstacles, including those not immediately apparent
| Accurately identifies and addresses the most important constraints or obstacles
| Identifies and addresses some constraints or obstacles that are accurate along with some that are not accurate
| Does not identify or address the most significant constraints and obstacles
|
| Identifying solutions
| Identifies creative but plausible solutions; solutions address the central difficulties posed by the constraint or obstacle
| Proposes alternative solutions that appear plausible and that address the most important constraints or obstacles
| Presents alternative solutions for dealing with the obstacles or constraints, but the solutions do not all address the important difficulties
| Presents solutions that fail to address critical parts of the problem and/or assignment
|
| Solving the problem
| Engages in effective, valid, and exhaustive trials of plausible solutions, showing commitment and understanding of the problem and/or assignment
| Engages in adequate trials of alternative solutions to determine their utility and effectiveness in solving the problem and/or assignment
| Tries out alternatives, but the trials are incomplete and important elements are omitted or ignored
| Does not satisfactorily test the selected solutions
|
| Self-evaluation and reflection
| Provides a clear, comprehensive reflection or self-evaluation of the reasoning that led to the selection of solutions; description includes a review of the decisions that produced the order of selection and how each alternative fared as a solution
| Provides a reflection or self-evaluation of the process that led to the selection of solutions; description offers a clear, defensible rational for the ordering of alternatives, and the final selection
| Reflects on processes that led to the selection of solutions; description does not provide a clear rational
| Describes the methods for determining the relative value of possible solutions; does not provide reflection or a reasonable review of the strengths and weaknesses of the possible solutions that were tried and abandoned
|