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Proficiency Scale Unpacked

Guideline

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Puteri Pamela
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43 views1 page

Proficiency Scale Unpacked

Guideline

Uploaded by

Puteri Pamela
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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EMERGING DEVELOPING PROFICIENT EXTENDING


(BEGINNING) the ability to apply knowledge, skills, strategies, knowledge, skills, strategies,
to acquire knowledge, skills, knowledge, skills, strategies, and processes consistently. and processes creatively and
strategies, and processes. and processes. strategically.

The student has The student has The student has The student has
demonstrated an initial demonstrated a partial demonstrated a complete demonstrated a
understanding of the understanding of the understanding of the sophisticated understanding
concepts. concepts. concepts. of the concepts.

Student is applying Students understand the


Student is beginning to Students are developing understanding at grade-level context. Has a holistic
understand at grade-level understanding at expectations grasp of relationships.
expectations grade-level expectations.
Students show evidence Students consider
Student is dependent on Students show evidence they can transfer alternatives and
“rules” and has little or no they can understand the understanding of the independently integrate
practical experience; tends learning standards in basic learning standards to both ideas. Makes ongoing
to emulate those students or familiar situations. predictable and new adaptations automatically.
thought to be proficient situations.
● Creatively/
● Is able to show… insightfully
● Shows some ● Is able to ...at a ● Engages in…. applies….
understanding of…. basic level/in ● Chooses appropriate ● Is innovative
● Is beginning to…. familiar situations texts… when….
● May be able to…. ● With support, ● Consistently ● Shows in-depth
● Starting to…. shows an demonstrates the understanding of….
● Requires support understanding of… ability to… ● Can independently
to….​ ● Sometimes I am ● Self-corrects by… ...in complex
able to….. ● Identifies strategies situation
● Is working on…. when…. ● Is strategic….
● Needs reminders ● Can describe ...with
to… detail/accuracy/
confidence
● Extends learning…

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