Student Agency Rubric

WHEN TO USE THIS TOOL:

• This tool measures to what extent students are actively exercising voice and choice in the classroom
through instructional decision-making.
• This tool can be used before an assessment to determine a baseline for where they feel they have
agency in the classroom. Teachers can use this data to plan for learning activities that allow for
student agency.
• This tool can also be used after a unit or chapter, so that students can reflect on where and when
they are able to make choices about their own learning and how that aided in their understanding.

HOW TO USE THIS TOOL:

Before using the tool
• Teachers and students should norm on what agency looks, sounds and feels like in a classroom.
This will allow students to understand when or if they have agency throughout their learning.
• Students should express, either through a survey , observation or conversation, when they feel they
have agency in the classroom. This can serve as a baseline for where they may fall on the continuum.

While using the tool

• Teachers and students should work together to identify where students are at in exercising their
agency, as well as discuss ways to increase their voice within the classroom.

After using the tool

• Teachers and coaches should discuss where the current snapshot falls on the continuum, including
ways to enhance the practice.

This work, "STUDENT SELF DIRECTION RUBRIC", is a derivative of "PL TOOLBOX https://
www.thepltoolbox.com/student-agency1.html ", by DALLAS ISD, used under CC BY-NC-
SA 4.0 . This page and tool is licensed under CC BY-NC-SA 4.0 by LEAP Innovations.
REFLECTION QUESTIONS WHEN LOOKING AT MEASUREMENT DATA

• Do students have choice in the classroom?

• If so, what types of choices are available to students? Are choices more operational
(movement, timing, etc) or instructional (activities) in nature?

• If not, where are there opportunities for students to have more agency?

• When/how does the teacher create space for student choice?

• When students make choices in the classroom, how do they make those choices? How do
students reflect on their data, goals, areas of growth, etc. before making decision?

• If students make a choice that’s not appropriate for their needs and learning progression,
does the teacher intervene? If so, how?

• How well can students articulate their goals?

This work, "STUDENT SELF DIRECTION RUBRIC", is a derivative of "PL TOOLBOX https://
www.thepltoolbox.com/student-agency1.html ", by DALLAS ISD, used under CC BY-NC-
SA 4.0 . This page and tool is licensed under CC BY-NC-SA 4.0 by LEAP Innovations.
 STUDENT AGENCY

BEGINNING DEVELOPING ADVANCING

• I rarely make decisions
in what, how, when and
where I will learn and
demonstrate mastery.
• My decision making is not
informed by data.
• I reflect quarterly, and
this is led by my teacher
• I sometimes make decisions about
my instructional experiences, such
as what activities I’ll pursue along
the way.
• I use data to make decisions,
considering my areas of growth
and my strengths.
• I reflect after each unit/topic
and use this information to start
conferences with my teacher
• I frequently make important
and data informed
decisions about my
instructional experiences,
such as how and when I’ll
demonstrate mastery, and
what activities I’ll pursue
along the way
• I reflect at least once a day,
and seek out my teacher to
discuss goal setting.

STUDENT AGENCY SURVEY

Teachers should administer this survey to students in order to determine a baseline for when students
feel they have agency in the classroom. Using the results, teachers, alongside coaches, can plan for
activities that allow students to develop and exercise decision making in the learning process.

1. I make decisions about what I learn in the classroom. Daily Sometimes Never

2. I make decisions about where I learn in the classroom. Daily Sometimes Never

3. I use data to inform the decisions I make. Daily Sometimes Never

4. I reflect on my work, the actions I take, and my progress. Daily Sometimes Never

5. I have a choice in the activities I use to learn. Daily Sometimes Never

6. I work with my teacher to determine goals for my learning. Daily Sometimes Never

This work, "STUDENT SELF DIRECTION RUBRIC", is a derivative of "PL TOOLBOX https://
www.thepltoolbox.com/student-agency1.html ", by DALLAS ISD, used under CC BY-NC-
SA 4.0 . This page and tool is licensed under CC BY-NC-SA 4.0 by LEAP Innovations.