Self-Direction Rubric

Lindsay Clark (Banned)
By Lindsay Clark 1732 days ago

Self-direction is the ability to set goals related to learning, plan for the achievement of those goals, independently manage time and effort, and independently assess the quality of learning and any products that result from the learning experience.

Adapted from the enGauge 21st Century Skills Continua of Progress
Revision History


A - Advanced 

B - Proficient 

C - Basic 

D - Novice 

Goal setting 

The student has achieved competence and independence in goal setting. 

The student is capable of setting goals using a prescribed or adapted process. 

The student participates minimally in the goal setting process. 

The student does not make an effort to participate in the establishment of goals or to internalize the goals associated with learning activities. 

Strategic planning 

The student has achieved competence and independence in planning functions. 

With minimal supervision, the student uses tools and processes to plan learning activities and establish benchmarks. 

With significant assistance, the student can do some planning of learning activities.  

No effort is made to plan strategically. 

Goal-directed effort 

The focus in all activities is on learning goals; tasks are sometimes extended in pursuit of these goals. 

The focus of effort is primarily on learning goals. 

The focus of effort in learning tasks is primarily on the completion of the task, though attention to goals can be elicited through dialogue.  

The student views the task simply as something that needs to be finished, though he/she is likely to simply forget about the task between reminders by the teacher.  


The student often develops a deep interest in the content being studied. 

The student occasionally develops a deep interest in topics being studied. 

The student expresses a general disinterest in learning content unless specifically guided by an expert or teacher to relate learning to other interests. 

The student is disinterested. 

Focusing attention 

Care is taken by the student to ensure positive learning environments. He/she is able to focus and maintain attention under virtually all conditions. 

The student is able to maintain focus on learning tasks through all but the most significant distractions. 

The student has significant difficulty remaining focused when distraction invades the learning space, but has improved in his/her ability to avoid seeking irrelevant activities. 

When attempting to complete the task, the student is immediately distracted by any stimulus and may actually seek out irrelevant things to do in lieu of the learning activity. 


The student has many strategies for self-instruction and applies these independently. 

The student has internalized some self-instruction strategies. With direction, a variety of these are applied. 

The student, while lacking internal self-instruction strategies, occasionally applies strategies under a teacher’s direction. 

The student is easily stymied when involved in learning and lacks strategies for overcoming roadblocks. 


The student automatically and independently monitors performance during the learning activity and self-corrects as needed. 

The student is able to monitor his/her efforts during learning with occasional guidance from a teacher. 

Student self-monitoring during learning requires the active involvement of a teacher. 

The student is not able to monitor his/her efforts during learning.