Self-directed

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It is the goal of Medford High School that through self-direction, students will advance their mastery of study skills.

Engagement:
Pursuit of knowledge
Making personal connections with material
Perseverance
Initiative to seek assistance
Advanced

– Manifests the pursuit of knowledge for the sake of knowledge.
Hopedale Jr./Sr. High School Learning Expectations Descriptors

– Makes complex personal connections with course material and extends inquiry beyond requirements.

– Shows innovation through adaptability and perseverance.

– Engages targeted assistance.

Exceeds Expectations

– Understands the inherent value of knowledge.

– Makes strong personal connections with course material and extends inquiry.

– Shows strong adaptability and perseverance.

– Seeks targeted assistance.

Meets Expectations

– Somewhat understands the inherent value of knowledge.

– Makes some personal connections with course material and extends inquiry.

– Shows adequate adaptability and perseverance.

– Seeks general assistance.

Needs Improvement

– Does not understand the value of knowledge.

– Struggles to make personal connections with course material.

– Shows minimal inquiry

– Exhibits little adaptability or perseverance.

– Does not recognize needs for assistance.

Insufficient

– Disinterested in learning.

– Rarely makes connections with course material.

– Unwilling to seek assistance.

Planning:
Setting goals
Timeline
Awareness of scope
Awareness of resources
Advanced

– Takes initiative to set goals beyond task expectations.

– Creates clear timelines while demonstrating awareness of task scope and available resources.

Exceeds Expectations

– Takes initiative to set goals meeting task expectations.

– Creates clear timelines while demonstrating awareness of task scope and available resources.

Meets Expectations

– Sets goals necessary to meet task expectations.

– Creates timelines with minimal assistance while demonstrating adequate awareness of task scope and available resources.

Needs Improvement

– Relies on teacher to set task expectations.

– Creates timelines with significant assistance and has some awareness of task scope and available resources.

Insufficient

– Does not set expectations.

– Unaware of task scope and available resources.

Implementation:
Preparation
Securing of resources
Equitable collaboration
Self-monitoring
Advanced

– Takes initiative in preparing, securing resources, collaborating with others equitably and practicing exceptional self-monitoring.

Exceeds Expectations

– Shows some initiative in preparing, securing resources, collaborating with others equitably and practicing self-monitoring.

Meets Expectations

– Adequately prepares, secures resources, collaborates with others and practices self- monitoring.

Needs Improvement

– Exhibits rudimentary preparation, securing of resources, collaboration and occasional self- monitoring.

Insufficient

– Does not implement effectively or self-monitor.

Execution:
Fulfilling task parameters
Timeliness
Organization
Advanced

– Innovatively completes all task parameters in a timely and organized manner.

Exceeds Expectations

– Completes all task parameters in a timely and organized manner.

Meets Expectations

– Completes most task parameters in a timely and adequately organized manner.

Needs Improvement

– Completes some task parameters in a timely and minimally organized manner.

Insufficient

– Task not completed according to parameters.

Reflection:
Self-assessment
Examination of growth
Peer revision
Incorporates feedback
Advanced

– Actively engages in independent and collaborative reflection and self-evaluation

– Discerningly incorporates feedback to promote personal development

Exceeds Expectations

– Engages in independent and collaborative reflection and self-evaluation

– Incorporates feedback to promote personal development

Meets Expectations

– Adequately engages in reflection and self-evaluation

– Incorporates collaborative feedback with some regard to improvement

Needs Improvement

– Rudimentary reflection and self-evaluation

– Minimal incorporation of feedback

Insufficient

– Significant lack of reflection and self-evaluation

– No incorporation of feedback