SUCCESS SKILL: SELF-DIRECTED LEARNING

BACKGROUND
This rubric is aligned to NCIES literature review on self-directed learning. The value proposition is a clear research-based definition of self-directed learning as a success skill. This
research-based rubric1 is designed to provide useful, formative information that teachers can use to guide instruction and provide feedback to students and students can use to
reflect on the quality of their critical thinking. Student performance is described along a continuum and balances content-specific and the more general nature of critical
thinking. Rubrics are provided by grade span, K-2, 3-5, and 6-12. The K-2 rubric includes both a teacher version and a version for primary students or early readers. Highlights
from the National Center for Assessment’s Literature Review are provided below. The research-based definition, identified in the literature review describes self-directed
learning as…
“…a complex construct that includes cognitive, interpersonal, and intrapersonal skills, including:
● Self-Regulation: an ability to plan, direct, and control one’s emotions, thoughts and behaviors during the learning task.
● Motivation: the desire or obligation to engage. Growth mindset is a significant factor related to intrinsic motivation. A growth mindset is defined as: believing that intelligence,
personality, and abilities are flexible and dynamic, shaped by experience, and changing over the life span.
● Personal Responsibility: a willingness to take responsibility for one’s actions and demonstrate behaviors aligned with clear principles.
● Autonomy: an ability to recognize available choices and take charge of one’s learning and engage in ongoing reflection and evaluation” (2020, pgs. 4-5).

BUILDING SELF-DIRECTED LEARNING THROUGH CULTURALLY-RESPONSIVE GOLD STANDARD PBL.

● Use Gold Standard Design Elements and Project Based Teaching Practice to support students as they develop self-directed learning skills.
o Gold Standard Design Elements
▪ Voice & Choice: Projects allow students to make their voices heard; make choices about what they investigate, the products they created, and how they
work and use time with guidance from the teacher as appropriate. Read more about best practices.
▪ Critique & Revision: Students give, receive, and use feedback to improve their process and product. Protocols support students in the feedback process.
▪ Sustained Inquiry: Students engage in a rigorous, extended process of asking questions, finding resources, and applying information.
▪ Reflection: Students reflect on the effectiveness of their inquiry and project activities, the quality of the work, and obstacles and how to overcome them.
o Gold Standard Project Based Teaching Practices
▪ Build the Culture: Teachers explicitly and implicitly promote student independence and growth, open-ended inquiry, team spirit, and attention to quality.
One example is the creation and use of classroom norms.
▪ Engage and Coach: Teachers engage students in their learning and work alongside them, to identify when they need skill-building, redirection,
encouragement, and celebration. A culturally responsive classroom is based on learning partnerships, balances support and push, and cultivates a positive
mindset and sense of self-efficacy. (Hammond, 2013).
o Review and pilot test the criteria in these rubrics in local contexts. This will ensure that they accurately reflect how students across socio-cultural contexts and
conditions demonstrate self-directed learning (Brandt, 2020). While PBL supports culturally responsive teaching practices, it is important to note that while
assessing the quality of self-directed learning cultural differences must be considered. Some differences are verbal, other differences are non-verbal and mediate
what is considered “appropriate” task management. Verbal and non-verbal interactions may vary across cultural contexts. Teachers should also know their own
cultural lens and recognize the how that may influence interpretation of culturally and linguistically diverse student learning behaviors (Hammond, 2013).
UNDERSTANDING THE LINK BETWEEN SELF-DIRECTED LEARNING AND COLLABORATION. Research studies demonstrate that personal responsibility and autonomy were
fostered through collaboration, working in groups, and seeking help from peers or teachers (NRC, 2012). For additional information on building collaboration through Gold
Standard PBL, please review our Collaboration Rubrics.

These rubrics were created by National Center for Improvement of Educational Assessment (Center for Assessment) in collaboration with PBLWorks. This version of the rubric integrates asset-
based language based on the Ready for Rigor: A Framework for Culturally Responsive Teaching (Hammond, 2013).

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 Self-Directed Learning: Grades 6-12 (K-12)
Self-directed learning occurs when a student demonstrates self-regulation, autonomy, motivation, and personal responsibility.

Quality of Student Self-Direction

DIMENSIO
N Select the column where most of the criteria describe what a student knows and can do independently.
BEGINNING EMERGING DEVELOPING DEMONSTRATING
● Goals are set by the teacher. ● Collaborates with the teacher to set ● Independently sets goals, seeking ● Independently sets ambitious yet
● Demonstrates difficulty initiating and goals. consult with the teacher if needed. attainable learning goals, in keeping with
completing learning tasks. ● Focuses on getting work done with ● Focuses on getting work done using learning expectations.
● Demonstrates frustration during little self-monitoring. aspects of self-monitoring. ● Completes assignments on time using
unfamiliar or challenging learning tasks, ● Recognizes frustration and stays ● Manages frustration with minimal feedback from self and others to adjust and
make improvements during the learning
Self- which stalls the learning. focused with the teacher’s help help from the teacher during
process.
during unfamiliar or challenging unfamiliar or challenging learning
Regulation ● Engages in reflection about the project
learning tasks. tasks. ● Uses strategies to overcome frustration
activities.
● Engages in reflection about their ● Engages in reflection about their during unfamiliar or challenging learning
inquiry and project activities. inquiry and project activities, and the tasks.
quality of the work. ● Engages in reflection about their inquiry
and project activities, the quality of the
work, and obstacles and how they
overcame them.
● Completes learning tasks as directed by ● Manages learning tasks with ● Makes choices and manages learning ● Makes choices and manages learning tasks
Autonomy the teacher. assistance or redirection from the tasks with minimal redirection from independently.
teacher. the teacher.
● Sticks to work that is familiar. ● Is willing to take on challenging or ● Is willing to take on challenging or ● Embraces challenging tasks as a learning
● Gives up on tasks that are new or new tasks when prompted. new tasks. opportunity.
challenging. ● Frequently asks for help when ● Attempts to solve challenging ● Attempts to solve challenging problems
Growth faced with a challenging problem. problems before asking for help. using strategies or resources, seeks help or
● Receives feedback about their work.
Mindset ● Requests feedback about their ● Utilizes feedback about their work to guidance only after attempting to solve a
work. continue develop/refine their work. problem independently.
● Utilizes feedback about their work to
continue develop/refine their work or
processes; provides constructive feedback
to others.

Personal ● Makes choices often focused on their ● Recognizes that personal choices ● Makes choices based on self and ● Advocates for and makes choices based on
own needs and wants. affect others. others well-being and/or interests. self and others’ well-being or interests.
Responsibil
● Demonstrates limited awareness of the ● Recognizes the consequences ● Recognizes and accepts the ● Anticipates the potential consequences
ity consequences associated with actions associated with actions on self, consequences associated with actions associated with actions on self, others,
others, and/or the environment.

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 on self, others, and/or the on self, others, and/or the and/or the environment to inform
environment. environment. decisions.

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