Evidence-Based Practice (EBP) - Self-Assessment Rubric
Level 4 3
Criteria Excellent
Step 1: Plan
I assess my own knowledge
in a comprehensive manner. I
set rich and detailed goals for
learning. I create precise
learning contracts with
myself and/or others. I gather
all necessary tools and
resources.
Step 2: Use
I accurately select EBPs
based on student
assessment. I skillfully create
and use tools for extensive
self-management of my own
learning. I purposefully
identify when elements of
the EBPs are not clear and
seek support. I extensively
model the EBPs for others.
Step 3:
Monitor I extensively monitor and
report on student progress. I
often seek feedback on my
use of the EBPs. I
purposefully assess fidelity of
implementation.
Proficient
I thoroughly assess my own
knowledge. I set logical goals
for learning. I create relevant
learning contracts with
myself and/or others. I gather
several necessary tools and
resources.
I effectively select EBPs
based on student
assessment. I thoughtfully
create and use tools for
meaningful self-management
of my own learning. I
systematically identify when
elements of the EBPs are not
clear and seek support. I
sufficiently model the EBPs
for others.
I sufficiently monitor and
report on student progress. I
regularly seek feedback on
my use of the EBPs. I
effectively assess fidelity of
implementation.
2 1
Adequate
I partially assess my own
knowledge. I set rudimentary
goals for learning. I create
basic learning contracts with
myself and/or others. I gather
some necessary tools and
resources.
I appropriately select EBPs
based on student
assessment. I partially create
and use tools for basic self-
management of my own
learning. I routinely identify
when elements of the EBPs
are not clear and seek
support. I sometimes model
the EBPs for others.
I partially monitor and report
on student progress. I
sometimes seek feedback on
my use of the EBPs. I assess
fidelity of implementation
routinely.
Limited
I superficially assess my own
knowledge. I set vague goals
for learning. I create
confusing learning contracts
with myself and/or others. I
gather few necessary tools
and resources.
I haphazardly select EBPs
based on student
assessment. I create and use
tools for undeveloped self-
management of my own
learning. I vaguely identify
when elements of the EBPs
are not clear and seek
support. I rarely model the
EBPs for others.
I rarely monitor and report on
student progress. I
infrequently seek feedback
on my use of the EBPs. I
weakly assess fidelity of
implementation.