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ATL Rubric: Teacher/Student ATL Checklist

The document presents an ATL rubric that evaluates students across 5 dimensions - communication, research, social, thinking, and self-management skills - at 4 different levels from levels 1 to 4. It then provides a teacher/student checklist where the student can identify 1 goal for each ATL dimension to develop over the term. The student also selects 1 IB learner profile attribute to focus on and explains why and how they will develop it.

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Ahmed Husham
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337 views

ATL Rubric: Teacher/Student ATL Checklist

The document presents an ATL rubric that evaluates students across 5 dimensions - communication, research, social, thinking, and self-management skills - at 4 different levels from levels 1 to 4. It then provides a teacher/student checklist where the student can identify 1 goal for each ATL dimension to develop over the term. The student also selects 1 IB learner profile attribute to focus on and explains why and how they will develop it.

Uploaded by

Ahmed Husham
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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ATL Rubric

ATL Level 4 Level 3 Level 2 Level 1

Communication Consistently Often Occasionally Rarely


communicates communicates communicates communicates
effectively, both in effectively, both in effectively both effectively both in
writing and orally. writing and orally. written and oral or is writing and orally.
lacking in either in
writing and orally.

Research Consistently Often Occasionally Rarely


demonstrates research demonstrates demonstrates demonstrates
information literacy, research research information research
media literacy and citing information literacy, media information
sources to meet learning literacy, media literacy and citing literacy, media
objectives/outcomes literacy and citing sources to meet literacy and citing
sources to meet learning objectives/ sources to meet
learning objectives/ outcomes learning objectives/
outcomes outcomes

Social Consistently engages in Often engages in Occasionally Rarely engages in


dynamic and empathic dynamic and engages in dynamic dynamic and
social interactions empathic social and empathic social empathic social
between peers and interactions interactions between interactions
teacher(s) between peers and peers and teacher(s) between peers and
teacher(s) teacher(s)

Thinking Consistently Often Occasionally Rarely


demonstrates higher- demonstrates demonstrates demonstrates
order thinking skills higher-order higher-order thinking higher-order
and/or presents thinking skills skills and/or presents thinking skills
reflective pieces with and/or presents reflective pieces with and/or presents
quality reflective pieces quality reflective pieces
with quality with quality

Self-Management Consistently Often Occasionally Rarely


demonstrates sound demonstrates demonstrates sound demonstrates
organizational skills; sound organizational skills; sound
managing time and organizational managing time and organizational
workload in order to skills; managing workload in order to skills; managing
complete tasks on time, time and workload complete tasks on time and workload
sets and meets realistic in order to time, sets and meets in order to
goals, is self-motivated, complete tasks on realistic goals, is self- complete tasks on
mindful and resilient time, sets and motivated, mindful time, sets and
meets realistic and resilient meets realistic
goals, is self- goals, is self-
motivated, mindful motivated, mindful
and resilient and resilient

Teacher/Student ATL Checklist

1
Check one from each ATL that you aim to develop throughout this term (1).

Communication skills - the ability to communicate effectively both in writing and orally. Check 1 box
❏ listen to given instructions and fulfil what is required
Student: My ❏ contribute knowledge and understanding to others in any given
goal is to be situation
able to... ❏ use short and succinct sentences
❏ elaborate on any given text
❏ speak clearly and convincingly when presenting arguments

Research skills - at the heart of inquiry-based pedagogy and academic endeavour. This is also linked
with academic integrity. Check 1 box
❏ use various means (internet, books, newspapers, academic journals,
Student: My magazines, etc) to gather information
goal is to be ❏ aggregate information from different sources and determine sound
able to... conclusions
❏ distinguish between reliable sources from unreliable ones
❏ act with academic integrity by acknowledging the use of another’s work
i.e. accurately citing sources and using MLA format

Social skills - the ability for students to be adept at both peer-related and teacher-related social
communication and behaviour. Check 1 box
❏ readily be available to help peers and others
Student: My ❏ participate and be active in joint learning
goal is to be ❏ be attentive when others volunteer their opinions
able to... ❏ interact with the teacher(s) to enhance the learning experience

Thinking skills - several skills with an emphasis on metacognition, reflection and critical thinking skills.
Often, we regard these skills as higher-order thinking skills as opposed to lower order thinking skills such
as recall of information. Check 1 box
❏ give an opinion and exchange information when in dialogue
Student: My ❏ contribute with in-depth inquiry which goes beyond the scope of the
goal is to be content
able to... ❏ make logical inferences and connections cross-curricular
❏ present ideas which elevate discussions or written pieces
❏ answer questions with confidence and provide follow up questions
❏ be reflective, asks on where and how to improve and clearly present
those improvements in future tasks

Self-management skills - organizational skills, managing time and tasks, as well as setting realistic
goals. It also encompasses affective skills of managing their state of mind, self-motivation, resilience and
mindfulness. Check 1 box
2
❏ organize time by creating a visual schedule
Student: My ❏ determine when tasks need to be complete and when distractions such
goal is to be as social media are appropriate
able to... ❏ set and meet manageable goals
❏ act in a mature manner inside and outside the classroom
❏ be self-reliant
❏ have the want and drive to complete tasks
❏ learn from mistakes and continue to persevere with a healthy state of
mind

Select one of the nine IB Attributes you would also like to develop this term. Explain why and how:

Knowledgeable Reflective Communicato Thinker Balanced


r
Principled Inquirer Open-minded Caring

(1) IB Attribute (1) Why you would like to develop


this attribute?
(2) And how will you develop this
attribute

(1) (1) Why –

(2) How -

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