Intel® Teach Elements

Project-Based Approaches

Self-Direction Rubric—Middle School

  4 3 2 1
Goal-setting I set challenging, I set achievable I begin a task I make no effort
achievable goals goals. I identify without clearly to identify a goal
and identify and and access some defined goals. I or resources to
access the resources to do not identify complete goals.
resources achieve goals. necessary
necessary to resources.
achieve the
goals.
Project I consistently I usually manage I manage time I need ongoing
Management manage time and time and and resources help in managing
resources in an resources in an with some help time and
efficient manner efficient manner to achieve goals. resources to
to achieve goals. to achieve goals. achieve goals.
Problem I consistently I usually review With some With ongoing
Solving review my my progress and assistance, I assistance, I
progress and experiences to review my review my
learning resolve problems progress and progress and
experiences to that may be experiences to experiences to
resolve problems interfering with resolve problems resolve problems
that may be achieving my that may be that may be
interfering with goals. interfering with interfering with
achieving my achieving my achieving goals.
goals. goals.
Using I ask others for I consider I consider some I do not consider
Feedback feedback and feedback from feedback when feedback when
consider their many sources revising my revising my
ideas seriously when revising my work. work.
when revising my work.
work.
Persevering I exhibit strong I exhibit I make an effort I make little
determination to determination to to find an answer effort to find an
find an answer or find an answer or or solution. I do answer or
solution. I solution. I not monitor my solution. I do not
monitor my monitor my commitment to consider
commitment to commitment to goals. With help, techniques to
the goals and the goals and I apply stay on task and
develop and develop and techniques to give up easily.
apply a wide apply some stay on task.
variety of techniques to
techniques to stay on task.
stay on task.
Assessing I consistently I usually identify I identify and I cannot identify
Quality identify and and describe the describe criteria or describe the
describe the criteria and and performance criteria and
criteria and performance standards for performance
performance standards for quality work with standards for
standards for quality work. some help. quality work.
quality work.

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Intel® Teach Elements
Project-Based Approaches

  4 3 2 1
Reflecting I identify clearly I identify clearly I identify clearly My reflections do
on Learning what I learned what I learned. I what was learned not provide
using examples. identify the but do not evidence of
I identify strengths and identify intended
strengths and weaknesses of strengths, learning.
weaknesses of my work in clear weaknesses or
my work in clear terms and areas for
terms and identify areas for improvement.
identify areas for improvement.
improvement.
Learning I reflect I reflect at the I reflect on my I do not reflect
Continuously continuously to end of the work work and set on my work to
set new goals. I to set new goals. new goals with set new goals. I
effectively I often help. I may do not consider
incorporate incorporate consider, but do lessons learned
lessons I have lessons I have not incorporate from success or
learned from my learned from my lessons learned failures.
successes and successes and from successes
failures. failures. and failures.

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