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ARSU Proficiency Scoring Guide (PSG)

for Transferable Skills

Transferable Skills (All Content Areas)


#1 - Clear and Effective Communication:​ Students demonstrate effective expressive and receptive communication, including: oral, written,
multimedia, & performance.

#2 - Self-Direction: ​Students demonstrate initiative and responsibility for learning.

#3 - Creative and Practical Problem Solving: ​Students generate a variety of solutions, use evidence to build a case for best responses,
critically evaluate the effectiveness of responses, and repeat the process to generate alternate solutions if necessary.

#4 - Responsible and Informed Citizenship: ​Students participate in and contribute to the enhancement of community life.

#5 - Informed and Integrative Thinking: ​Students apply knowledge from various disciplines and contexts to real life situations.

This work,​World​ ​Language​ ​Graduation​ ​Proficiencies is a derivative of “MRUUSD ​Graduation​ ​Proficiencies" by FHUHS, used under​ ​CC-A-NC-SA-4.0​
ARSU Proficiency Scoring Guide (PSG)
for Transferable Skills

#1 - Clear and Effective Communication:​ Students demonstrate effective expressive and receptive communication, including: oral, written,
multimedia, & performance.

Performance Indicators:
a. Demonstrate organized and purposeful communication.
b. Use evidence and logic appropriately in both written and oral communication.
c. Collaborate effectively and respectively.
Supporting Performance Indicators:
● Integrate information gathered from active speaking and listening.
● Adjust communication based on the audience, context and purpose.
● Use technology to further enhance communication.
● Use technology to disseminate communication.

Performance Indicator Beginning Approaching Proficiency Exemplary

a. Demonstrate organized and Students (I) can use Students (I) can organize Students (I) can present my ideas Students (I) can present my ideas
purposeful communication. paragraph & basic sentence details, ideas, examples, or coherently and in a precise coherently, confidently, and
structure to convey my evidence to present my subject manner, with a logical sequence habitually using complex
thoughts and ideas. in a general fashion. using academic language/images vocabulary, vivid images, and/or
that enhance my message. phrases that enhance my message.

b. Use evidence and logic Students (I) can retrieve Students (I) can include Students (I) can analyze, Students (I) can compare and
appropriately in information from a text, information from several integrate and cite evidence from analyze source information for
communication. table, graph or other source sources and analyze or sources while using reasoning to purpose, audience, and objective to
and include it in a finished compare the information from synthesize evidence to support a inform my communication.
product. those sources to generate or claim. Additionally, I can critique or
support a claim. extend my reasoning in a way that
includes complex connections,
inferences or applications of
concepts.

c. Collaborate effectively and Students (I) can identify the Students (I) can contribute my Students (I) can respond Students (I) can facilitate small and
respectfully. features of effective own ideas to group interaction. respectfully and thoughtfully to large group interactions or help
collaboration diverse perspectives to promote others facilitate.
an exchange of ideas with
reasoning and evidence.

This work,​World​ ​Language​ ​Graduation​ ​Proficiencies is a derivative of “MRUUSD ​Graduation​ ​Proficiencies" by FHUHS, used under​ ​CC-A-NC-SA-4.0​
ARSU Proficiency Scoring Guide (PSG)
for Transferable Skills

#2 - Self-Direction: ​Students demonstrate initiative and responsibility for learning.

Performance Indicators:
a. Demonstrate flexibility, including the ability to learn, unlearn, and relearn.
b. Analyze the accuracy, bias, and usefulness of information.
c. Identify, manage, and assess new opportunities related to learning goals.
Supporting Performance Indicators
● Collaborate as needed to advance learning.
● Apply knowledge in familiar and new contexts.
● Use technology and digital media strategically and capably to advance learning.

Performance Indicator Does Not Meet Yet Approaching Proficiency Exemplary

a. Demonstrate flexibility, Students (I) can identify ideas Students (I) can use feedback Students (I) can solicit and utilize Students (I) can transfer feedback
including ability to learn, that are counter to my to help improve my feedback on multiple drafts to from one area and apply it to a new
unlearn and relearn. perspective and ask questions performance or revise my improve performance or revise context and pursue questions and
to help gain a new thinking and ask questions to my thinking and ask questions big ideas that are not readily
understanding. improve or expand my about new ideas to challenge answered.
knowledge. myself to investigate new skills.

b. Analyze the accuracy, bias, Students (I) can compare two Students (I) can apply criteria Students (I) can apply criteria to Students (I) can justify and defend
and usefulness of information. sources or pieces of data and to evaluate usefulness, and evaluate multiple sources for my decisions about my sources
determine which one is more validity of a range of sources. bias. using effective criteria.
likely to be accurate.

c. Identify, manage, and assess Students (I) can identify Students (I) can explore Students (I) can evaluate and Students (I) can create new
new opportunities related to opportunities to support my opportunities and develop pursue opportunities that pertain opportunities by initiating,
learning goals. learning goals. plans that address my goals. to my learning goals and plans by carefully selecting, and
monitoring my progress and implementing appropriate
adjusting my approach as needed. approaches that pertain to my
learning goals and plans.

This work,​World​ ​Language​ ​Graduation​ ​Proficiencies is a derivative of “MRUUSD ​Graduation​ ​Proficiencies" by FHUHS, used under​ ​CC-A-NC-SA-4.0​
ARSU Proficiency Scoring Guide (PSG)
for Transferable Skills

#3 - Creative and Practical Problem Solving: ​Students generate a variety of solutions, use evidence to build a case for best responses,
critically evaluate the effectiveness of responses, and repeat the process to generate alternate solutions if necessary.

Performance Indicators:
a. Persist in solving challenging problems and learn from failure.
b. Observe and evaluate situations in order to define problems and propose solutions.
c. Analyze, evaluate, and synthesize evidence, arguments, claims, and beliefs.
d. Use a range of tools, including technology, to solve a problem.
Supporting Performance Indicators:
● Identify patterns, trends, and relationships that apply to solutions.
● Frame questions, make predictions, and design data collection and analysis strategies.
● Identify opportunities for innovation and collaboration.

Performance Indicator Does Not Meet Yet Approaching Proficiency Exemplary

a. Persist in solving challenging Students (I) can make an Students (I) can learn from Students (I) can learn from Students (I) can apply my learning
problems and learn from attempt to solve a challenging trial and error how to improve experience and continue to put and adapt to new challenges.
failure. problem. my efforts over time. forth effort even after trying
several times.

b. Observe and evaluate Students (I) can make Students (I) can identify Students (I) can articulate the Students (I) can analyze situations
situations in order to define observations about a problem variables that influence a problem and identify constraints, to define complex problems and
problems and propose situation. problem situation. based on observations and collect explain their relevance within the
solutions. related information from multiple world.
sources.

c. Analyze, evaluate, and Students (I) can identify Students (I) can summarize the Students (I) can analyze, Students (I) can evaluate the
synthesize evidence, arguments, evidence to support a claim relationship between the synthesize, and cite evidence to strengths and weaknesses of an
claims, and beliefs. or argument. evidence and the argument or develop a claim or argument. argument.
claim.

d. Use a range of tools, Students (I) can identify a Students (I) can use a tool to Students (I) can use multiple Students (I) can develop
including technology, to solve a range of tools, including solve a problem and articulate tools together to effectively solve generalizations about the tools used
problem. digital technology, to help and/or explain why the tool is a problem. and apply them to new problems or
solve a problem. the best choice. situations.

This work,​World​ ​Language​ ​Graduation​ ​Proficiencies is a derivative of “MRUUSD ​Graduation​ ​Proficiencies" by FHUHS, used under​ ​CC-A-NC-SA-4.0​
ARSU Proficiency Scoring Guide (PSG)
for Transferable Skills

#4 - Responsible and Informed Citizenship: ​Students participate in and contribute to the enhancement of community life.

Performance Indicators:
a. Take responsibility for personal decisions and actions.
b. Demonstrate a commitment to personal health and wellness.
c. Demonstrate a commitment to community health and wellness.
d. Demonstrate ethical behavior and the moral courage to sustain it.
Supporting Performance Indicators:
● Respect diversity and differing points of view.
● Practice responsible digital citizenship.

Performance Indicator Does Not Meet Yet Approaching Proficiency Exemplary

a. Take responsibility for Students (I) can identify Students (I) can identify the Students (I) can take ownership Students (I) can demonstrate that I
personal decisions and actions. personal decisions and effects of personal decisions for the outcome of my decisions have learned from my experiences
actions. and actions. or actions by explaining how my and made positive changes in my
choice affect myself and others. decisions and actions.

b. Demonstrate a commitment Students (I) can explain the Students (I) can work with Students (I) can advocate for the Students (I) can mobilize others to
to personal health and wellness. components that contribute to others to maintain healthy creation or maintenance of create a healthy environment
healthy environments environments (physical, healthy environments (physical, (physical, emotional, mental, and
(physical, emotional, mental, emotional, mental, and social) emotional, mental, and social) social) and support others in
and social). I can also set and develop a plan for and make progress on and revisit progress toward personal health or
goals for personal health or personal health or wellness. a plan for personal health or wellness.
wellness. wellness.

c. Demonstrate a commitment Students (I) can identify Students (I) can work with a Students (I) can build a proposal, Students (I) can mobilize others in
to community health and opportunities for community community organization to which includes community sustained efforts, advocate to
wellness. involvement. continue an ongoing project. connections, for an improvement implement solutions and analyze
in the community. how actions impact the community.

d. Demonstrate ethical behavior Students (I) can identify my Students (I) can respect rights Students (I) can show empathy Students (I) can mobilize others to
and the moral courage to own values and their impact and values of others and while considering others to make responsible decisions to
sustain it. on others. identify ways to resolve resolve conflicts and/or solve resolve conflicts, and/or solve
conflicts and/or solve community problems. community problems.
community problems.

This work,​World​ ​Language​ ​Graduation​ ​Proficiencies is a derivative of “MRUUSD ​Graduation​ ​Proficiencies" by FHUHS, used under​ ​CC-A-NC-SA-4.0​
ARSU Proficiency Scoring Guide (PSG)
for Transferable Skills

#5 - Informed and Integrative Thinking: ​Students apply knowledge from various disciplines and contexts to real life situations.

Performance Indicators:
a. Apply knowledge from various disciplines and contexts to real life situations.
b. Analyze, evaluate, and synthesize information from multiple sources to build on knowledge.
c. Apply systems thinking to understand the interaction and influence of related parts on each other and on outcomes.
d. Use technology to support and enhance the critical thinking process.
Supporting Performance Indicators:
● Use evidence and reasoning to justify claims.
● Develop and use models to explain phenomena.

Performance Indicator Does Not Meet Yet Approaching Proficiency Exemplary

a. Apply knowledge from Students (I) can identify Students (I) can identify Students (I) can analyze real-life Students (I) can predict outcomes
various disciplines and contexts connections between what I connections between what I situations, data, patterns, texts, in complex real-life systems using
to real life situations. am learning in different learn in different disciplines artifacts, or other products using knowledge from other disciplines
settings. and real-life situations. knowledge from other disciplines and situations.
and situations.

b. Analyze, evaluate, and Students (I) can extract Students (I) can describe and Students (I) can evaluate the Students (I) can draw conclusions
synthesize information from information from multiple summarize information from credibility of multiple and varied based on information from multiple
multiple sources to build on and varied sources. multiple and varied sources. sources to analyze the sources.
knowledge. interrelationships among
concepts.

c. Apply systems thinking to Students (I) can define a Students (I) can describe the Students (I) can explain how the Students (I) can apply my
understand the interaction and system and identify its parts. role of each part of a system interactions of parts of a system understanding of system
influence of related parts on and relationships among the influence outcomes. interactions to make
each other and on outcomes. parts. recommendations in a different
context.

d. Use technology to support Students (I) can explore a Students (I) can identify Students (I) can use technology Students (I) can justify or explain
and enhance the critical range of appropriate situations in which the use of to organize, analyze, and innovations I have made in my use
thinking process. technology that would technology would support my synthesize information. of technology.
support my thinking. thinking.

This work,​World​ ​Language​ ​Graduation​ ​Proficiencies is a derivative of “MRUUSD ​Graduation​ ​Proficiencies" by FHUHS, used under​ ​CC-A-NC-SA-4.0​