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General Learner Outcomes (GLO) Rubric

General Learner Outcomes (GLO) Rubrics

Taken directly from http://doe.k12.hi.us/standards/GLO_rubric.htm

General Learner Outcomes are the essential overarching goals for all grade levels, from elementary through middle to high, and all of the academic disciplines, whether mathematics, career and life skills, health, or any of the seven other content areas. Every content standard and every benchmark and grade level performance indicator should support the learner’s progress towards these outcomes because they enable learners to lead full and productive lives.

These General Learner Outcomes do not exist in isolation, but should be an integral part of the school culture as demonstrated in daily classroom instruction and assessment. They are:

The rubric provided below serves as a guideline for elementary school teachers and students to use to determine the rating for each General Learner Outcome using classroom-based evidence gathered and communicated with parents via the report card.

GLO #1: Self-Directed Learner
(The ability to be responsible for one's own learning)

Indicators

1

Descriptors for Rarely Demonstrates

2

Descriptors for Sometimes Demonstrates

3

Descriptors for Usually Demonstrates

4

Descriptors for Consistently Demonstrates

Sets priorities and establishes achievable goals and personal plans for learning

• Sets achievable goals and personal plans for learning with ongoing assistance

• Sets priorities to achieve goals with ongoing assistance

Unable to develop short and long range learning goals (in pursuit of career choices) Descriptor for Grades 5 & 6.

• Sets achievable goals and personal plans for learning with moderate assistance

• Sets priorities to achieve goals with moderate assistance

• Develops an incomplete action plan for short and long range learning goals (in pursuit of career choices) Descriptor for Grades 5 & 6.

• Usually sets achievable goals and personal plans for learning

• Usually sets priorities to achieve goals

Develops an adequate action plan for short and long range learning goals (in pursuit of career choices) Descriptor for Grades 5 & 6.

• Consistently sets challenging, achievable goals and personal plans for learning

• Consistently sets priorities to achieve goals

• Develops a thorough action plan for short and long range learning goals (in pursuit of career choices) Descriptor for Grades 5 & 6.

Plans and manages time and resources to achieve goals

• Manages time and resources with ongoing assistance to achieve goals

• Rarely uses a variety of credible and relevant resources

• Manages time and resources with moderate assistance to achieve goals

• Sometimes uses a variety of credible and relevant resources

• Usually manages time and resources in an efficient manner to achieve goals

• Usually uses a variety of credible and relevant resources

• Consistently manages time and resources in an efficient manner to achieve goals

• Consistently uses a variety of credible and relevant resources

Monitors progress and evaluates learning experiences

• Checks on progress and learning experiences with ongoing assistance to resolve problems that may be interfering with learning

• Checks on progress and learning experiences with moderate assistance to resolve problems that may be interfering with learning

• Usually checks on progress and learning experiences to resolve problems that may be interfering with learning

• Consistently checks on progress and learning experiences to resolve problems that may be interfering with learning

GLO #2: Community Contributor
(The understanding that it is essential for human beings to work together)

Indicators

1

Descriptors for Rarely Demonstrates

2

Descriptors for Sometimes Demonstrates

3

Descriptors for Usually Demonstrates

4

Descriptors for Consistently Demonstrates

Respects people's feelings, ideas, abilities and cultural diversity

• Rarely listens or considers other points of view; makes inappropriate comments

• Seldom uses appropriate voice level and tone appropriate to the message or audience in formal and informal settings

• Seldom uses appropriate nonverbal responses including eye contact, attentive posture and facial expression to indicate respect and interest

• Sometimes listens and considers other points of view and asks appropriate questions for clarification and understanding

• Sometimes uses appropriate voice level and tone appropriate to the message and audience in formal and informal settings

• Sometimes uses appropriate nonverbal responses including eye contact, attentive posture and facial expression to indicate respect and interest

• Usually listens and considers other points of view and asks appropriate questions for clarification and understanding

• Usually uses appropriate voice level and tone appropriate to the message and audience in formal and informal settings

• Usually uses appropriate nonverbal responses including eye contact, attentive posture and facial expression to indicate respect and interest

• Consistently listens and considers other points of view and asks appropriate questions for clarification and understanding

• Consistently uses appropriate voice level and tone appropriate to the message and audience in formal and informal settings

• Consistently uses appropriate nonverbal responses including eye contact, attentive posture and facial expression to indicate respect and interest

Cooperates with and helps and encourages others in group situations

• Makes positive contributions toward achievement of the group's goals (stays on task, shares materials and ideas, helps others to focus on the task) with ongoing assistance

• Rarely helps assess group progress toward the goal

• Makes positive contributions toward achievement of the group's goals (stays on task, shares materials and ideas, helps others to focus on the task) with moderate assistance

• Sometimes helps assess group progress toward the goal

• Usually makes positive contributions toward achievement of the group's goals (stays on task, shares materials and ideas, helps others to focus on the task)

• Usually helps assess group progress toward the goal and improve efforts on an ongoing basis

• Consistently makes positive contributions toward achievement of the group's goals (stays on task, shares materials and ideas, helps others to focus on the task)

• Consistently helps assess group progress toward the goal and improve efforts on an ongoing basis

Understands and follows rules of conduct

• Follows class/school rules with ongoing guidance

• Follows class/school rules with moderate guidance

• Usually follows class/school rules

• Consistently follows class/school rules

Analyzes conflict and applies methods of cooperative resolution

• Rarely recognizes the problem, makes appropriate input or helps group resolve conflicts and overcome difficulties

• Sometimes recognizes the problem, makes appropriate input and helps group resolve conflicts and overcome difficulties

• Usually recognizes the problem, makes appropriate input and helps group resolve conflicts and overcome difficulties

• Consistently recognizes the problem, makes appropriate input and helps group resolve conflicts and overcome difficulties

Demonstrates responsible and ethical behavior in decision making

• Demonstrates self control, moral and ethical behavior and acts with integrity in decision making with ongoing guidance

• Demonstrates self control, moral and ethical behavior and acts with integrity in decision making with moderate guidance

• Usually demonstrates self control, moral and ethical behavior and acts with integrity in decision making

• Consistently demonstrates self control, moral and ethical behavior and acts with integrity in decision making

Responsibly implements a solution

Fulfills one's responsibility in implementing a solution with ongoing assistance

Fulfills one's responsibility in implementing a solution with moderate assistance

Usually fulfills one's responsibility in implementing a solution

Consistently fulfills one's responsibility in implementing a solution


GLO 3: Complex Thinker
(The ability to demonstrate critical thinking and problem solving)

Indicators

1

Descriptors for Rarely Demonstrates

2

Descriptors for Sometimes Demonstrates

3

Descriptors for Usually Demonstrates

4

Descriptors for Consistently Demonstrates

Applies prior learning experiences to new situations

• Demonstrates use of prior knowledge to acquire new knowledge or develop new skills with ongoing assistance

• Demonstrates use of prior knowledge to acquire new knowledge or develop new skills with moderate assistance

• Usually demonstrates use of prior knowledge to acquire new knowledge or develop new skills

• Consistently demonstrates use of prior knowledge to acquire new knowledge or develop new skills

Considers multiple perspectives in analyzing and solving a variety of problems

• Ignores alternative points of view in analyzing/solving problems

• Offers superficial analysis of a few alternative points of view in analyzing/solving problems

• Usually offers adequate analysis and evaluation of major points of view in analyzing/solving problems

• Consistently demonstrates thorough analysis and evaluation of major points of view in analyzing/solving problems

Generates new and creative ideas and approaches to developing solutions

• Applies creative thinking to generate ideas and approaches to solving problems with ongoing assistance

• Applies creative thinking to generate ideas and approaches to solving problems with moderate assistance

• Usually applies creative thinking to generate ideas and approaches to solving problems

• Consistently applies creative thinking to generate ideas and approaches to solving problems

Evaluates the effectiveness and ethical considerations to a solution and make adjustments as needed

• Applies critical thinking to evaluate solutions based on solid information and change position when evidence and reasons are sufficient with ongoing assistance

• Applies critical thinking to evaluate solutions based on solid information and change position when evidence and reasons are sufficient with moderate assistance

• Usually applies critical thinking to evaluate solutions based on solid information and change position when evidence and reasons are sufficient

• Consistently applies critical thinking to evaluate solutions based on solid information and change position when evidence and reasons are sufficient


GLO #4: Quality Producer
(The ability to recognize and produce quality performances and quality products)

Indicators

1

Descriptors for Rarely Demonstrates

2

Descriptors for Sometimes Demonstrates

3

Descriptors for Usually Demonstrates

4

Descriptors for Consistently Demonstrates

Recognizes and understands what quality performances and products are

• Identifies and describes the criteria and performance standards of products and performances with ongoing assistance

• Demonstrates understanding of the learning goals and task requirements with ongoing assistance

• Identifies and describes the criteria and performance standards of products and performances with moderate assistance

• Demonstrates understanding of the learning goals and task requirements with moderate assistance

• Usually identifies and describes the criteria and performance standards of products and performances

• Usually demonstrates understanding of the learning goals and task requirements

• Consistently identifies and describes the criteria and performance standards of products and performances

• Consistently demonstrates clear understanding of the learning goals and task requirements

Understands and sets criteria to meet or exceed Hawaii Content and Performance Standards

• Sets criteria and goals to meet/exceed Hawaii Content and Performance Standards with ongoing assistance

Sets criteria and goals to meet/exceed Hawaii Content and Performance Standards with moderate assistance

• Usually sets criteria and goals to meet/exceed Hawaii Content and Performance Standards

• Consistently sets criteria and clear goals to meet/exceed Hawaii Content and Performance Standards

Produces evidence that meets or exceeds Hawaii Content and Performance Standards

• Demonstrates understanding, knowledge and skills necessary for producing quality products and performances with ongoing assistance

• Monitors progress and uses feedback, criticisms and suggestions to improve work with ongoing assistance

• Remains on task and perseveres to the completion of quality work, performance or product with ongoing assistance

• Demonstrates understanding, knowledge and skills necessary for producing quality products and performances with moderate assistance

• Monitors progress and uses feedback, criticisms and suggestions to improve work with moderate assistance

• Remains on task and perseveres to the completion of quality work, performance or product with moderate assistance

• Usually demonstrates clear understanding, knowledge and skills necessary for producing quality products and performances

• Usually monitors progress and uses feedback, criticisms and suggestions to improve work

• Usually remains on task and perseveres to the completion of quality work, performance or product

• Consistently demonstrates in-depth understanding, knowledge and skills necessary for producing quality products and performances

• Consistently monitors progress and uses feedback, criticisms and suggestions to improve work

• Consistently remains on task and perseveres to the completion of quality work, performance or product