haiku LMS : DEVELOPING SELF-DIRECTED LEARNERS : EVALUATING Self-Direction

EVALUATING Self-Direction

TASKS

In this section you will...
1. Ask yourself, "How will I know the student is becoming more self-directed?
2. Use the Self-Direction rubrics for additional, more specific ideas or...
3. Develop your own rubrics or checklists.

The Sound of Self-direction

When teachers are informally evaluating students, how might their self-directed comments sound?

The Sound of Self-Direction

Metiri states that 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.
The following RUBRIC can be used to better understand the various elements of self-direction as well as the level of growth that can be observed in each area.

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.

This continuum was reprinted from NCREL/Metiri Group, 2002

SELF-DIRECTION RUBRICS

The rubric tool maker in LTOnline will help you develop rubrics specific to the skills being explicitly taught at any given time.
(To access the tool, from your LTOnline homepage, click on: Professional Growth> Planning Tools>Rubrics>Add Rubric.

	Self-Direction Rubric - Primary
	Self-Direction Rubric - Intermediate
	Self-Direction Rubric - Secondary

KWL Chart

Self-Modification centers around one's reflection & evaluation.
A KWL chart is one of the easlest ways for students to reflect upon the task completed to determine the level of success of their work. Personal standards for success may be established as a result of self-evaluation.

KWL Chart