U.A.

21st Century Skills

Complex Thinking

Indicator 1:
Identifies and defines authentic problems
and essential questions.

Indicator 2:
Collects, assesses, and analyzes relevant
information.

Indicator 3:
Explores and develops solutions.

Indicator 4:
Makes judgments and decisions.

Descriptors:
A. Identifies and defines authentic
problems clearly and precisely.

1
Identifies problems in an unclear or
imprecise manner.

2
Identifies authentic problems.

B. Formulates essential questions

that provoke inquiry.

Identifies questions that are

superficial, unclear, or easily
answered.

Formulates questions that are unclear Formulates essential questions that

or do not provoke thought or inquiry. provoke inquiry.

Descriptors:
A. Collects multiple and diverse
sources of credible evidence.

1
Collects unreliable evidence.

2
3
4
Collects few and/or limited sources of Collects multiple and diverse sources Collects extensive and diverse
credible evidence.
of credible evidence.
sources of credible evidence.

3
Identifies and defines authentic
problems clearly and precisely.

4
Identifies and defines authentic
problems clearly and precisely and
identifies significant components of
those problems.
Formulates essential questions that
transcend subject-specificity and
address universal issues.

B. Identifies and assesses information Identifies information irrelevant to the Identifies information relevant to the
essential question.
essential question.
relevant to the essential question.

Identifies and assesses information

relevant to the essential question.

Identifies and assesses information

relevant to the essential question and
connects it to multiple scenarios.

Describes information and begins to

C. Analyzes information by identifying Describes information without
a relationship and/or pattern among identifying components, relationships, identify components, relationships,
and/or patterns.
and/or patterns.
components.

Analyzes information by identifying a Analyzes information by identifying

relationship and/or pattern among
multiple relationships and patterns
components.
among components.

D. Organizes information effectively. Organizes information ineffectively.

Organizes information effectively with Organizes information effectively.

support.

Organizes information effectively for a

variety of purposes.

Descriptors:
A. Uses higher-order thinking and
reasoning strategies to explore and
develop solutions.
Examples:
*Analyzes
*Interprets
*Infers
*Evaluates
*Synthesizes

1
Uses basic thinking strategies at the
knowledge or comprehension level to
gather information.
Examples:
*Lists
*Paraphrases
*Describes

2
Begins to use higher-order thinking
and reasoning strategies to make
connections.
Examples:
*Demonstrates
*Illustrates
*Classifies

3
Uses higher-order thinking and
reasoning strategies to explore and
develop solutions.
Examples:
*Analyzes
*Interprets
*Infers
*Evaluates
*Synthesizes

4
Uses higher-order thinking and
reasoning strategies to explore and
develop solutions applied in new
contexts.

B. Identifies and articulates alternate

explanations or perspectives.

Identifies an alternate explanation or

perspective.

Identifies alternate explanations or

perspectives.

Identifies and articulates alternate

explanations or perspectives.

Identifies, articulates, and evaluates

alternative explanations or
perspectives.

Descriptors:
A. Identifies criteria to gauge the
strengths, limitations, and value of
information/data
(qualitative/quantitative).

1
Identifies irrelevant criteria.

2
Identifies insufficient criteria to gauge
the strengths, limitations, and value of
information/data
(qualitative/quantitative).

3
Identifies criteria to gauge the
strengths, limitations, and value of
information/data
(qualitative/quantitative).

4
Creates criteria to gauge the
strengths, limitations, and value of
information/data
(qualitative/quantitative).

B. Selects the appropriate

information/data
(qualitative/quantitative) to make
evidence-based judgments and
decisions.

Makes decisions and/or judgments

that are speculative or based on
opinions.

Begins to select information/data

(qualitative/quantitative) to make
evidence-based judgments and
decisions.

Selects the appropriate

information/data
(qualitative/quantitative) to make
evidence-based judgments and
decisions.

Applies the strongest

information/data
(qualitative/quantitative) to make
evidence-based judgments and
decisions.

Upper Arlington City Schools June 2011

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U.A. 21st Century Skills

Complex Thinking

Indicator 5:
Uses elements of systems thinking to
understand complex inter-relationships

Descriptors:
A. Analyzes change as a series of
events that are connected over time
to produce patterns.
B. Explains how the system's
structure generates its behaviors.
C. Explains how actions can create
both short- and long-term
consequences, both intended and
unintended.
D. Examines the system to find
leverage actions that could have
significant effects on results.

Indicator 6:
Reflects critically on learning experiences,
processes & solutions.

1
Describes change at an event level,
e.g. changing clothes.

2
3
Explains change as a series of events Analyzes change as a series of
that connect over time.
events that are connected over time
to produce patterns.

4
Analyzes change as a continuous
trend over time; compares different
patterns.

Describes behaviors as unrelated to

any part of a system.

Explains behaviors as related to

specific parts of the system or
individual events.

Predicts specific behaviors that will

result from the structure of a system.

Explains how the system's structure

generates its behaviors.

Understands that actions have

Gives an example of how a specific
Explains how actions can create both Predicts how and why a system may
consequences but is unable to identify action can affect what happens in the short- and long-term consequences, be affected by delayed and
any specific examples.
short-term.
both intended and unintended.
unintended consequences in the
future.
Describes the basic concept of
Given a specific situation, identifies
Examines the system to find leverage
leverag e.g. an action that would bring an action but cannot support why it is actions that could have significant
about a desirable effect, but cannot
or is not a leverage action.
effects on results.
give any examples.

Evaluates a situation carefully in order

to propose leverage actions that
would potentially have the greatest
desirable effect.

E. Transfers understanding of system Does not attempt transfer.

parts and behaviors by making a
comparison to another situation of
the same type, e.g. the happiness of
two characters in a book.

Transfers understanding of one

Transfers understanding of system
situation to another situation in a way parts and behaviors by making a
that is not comparable.
comparison to another situation of the
same type, e.g. the happiness of two
characters in a book.

Transfers understanding of system

parts and behaviors by making a
comparison to another situation of a
different type that operates in a
similar manner, e.g. the happiness of
a character in a book and the
happiness of him/herself.

1
Descriptors:
Reflects on the learning experiences
A. Reflects with sincerity and depth
(includes only restatement of steps).
on the learning experiences (what I
did and what I learned) and processes
(how and why I did it).

2
Reflects with sincerity and depth on
the learning experiences and
processes with support.

3
Reflects with sincerity and depth on
the learning experiences (what I did
and what I learned) and processes
(how and why I did it).

4
Reflects with sincerity and depth on
the learning experiences and
processes to inform future endeavors.

Evaluates and refines solutions and

determines next steps.

Evaluates, and refines solutions,

determines next steps, and takes
action.

B. Evaluates and refines solutions

and determines next steps.

Evaluates solutions without

Evaluates and refines solutions.
refinement or determining next steps.

Elements of this rubric were taken from a rubric designed by Catalina Foothills SD and The Waters Foundation.

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U.A. 21st Century Skills

Communicator

Indicator 1:
Conveys information, feelings, and
ideas using oral, written, and
nonverbal skills.

Descriptors:
1
2
A. Uses oral skills to convey
Does not use oral skills to
With support, use oral skills to
information, ideas, and feelings. convey information, feelings, convey information, feelings,
and ideas.
and ideas.

3
Uses oral skills to convey
information, ideas, and
feelings.

B. Uses written skills to convey Does not use written skills to

information, ideas, and feelings. convey information, feelings,
and ideas.
C. Demonstrates nonverbal
Does not demonstrate
skills to convey information,
nonverbal skills to convey
ideas and feelings appropriately. information, ideas, and
feelings appropriately.
Descriptors:
1
Comprehends facts, opinions,
Does not comphrehend facts,
values, emotions, attitudes, and opinions, values, emotions,
intentions obtained by reading, attitudes, and intentions by
viewing, and listening.
reading, viewing, and
listening.
Descriptors:
1
A. Identifies multiple
Only considers own
perspectives.
perspective.

Uses written skills to convey

information, feelings, and
ideas.
Demonstrates nonverbal skills
to convey information, ideas,
and feelings appropriately.

With support, uses written skills

to convey information, feelings,
and ideas .
With support, demonstrates
nonverbal skills to convey
information, ideas, and feelings
appropriately.
2
With support, comprehends
facts, opinions, values,
emotions, attitudes, and
intentions obtained by reading,
viewing, and listening.
2
Identifies one other
perspective.

4
Uses oral skills to convey
information, feelings, and ideas
dynamically, and intuitively.

Uses written skills to convey

information, feelings, and ideas
fluently, and coherently.
Demonstrates nonverbal skills to
convey information, ideas, and
feelings appropriately with
intention.
Indicator 2:
3
4
Comprehends meaning by reading,
Comprehends facts, opinions, Comprehends facts, opinions,
viewing, and listening.
values, emotions, attitudes, and values, emotions, attitudes, and
intentions obtained by reading, intentions obtained by reading,
viewing, and listening.
viewing, and listening and
applies knowledge.
Indicator 3:
3
4
Considers multiple perspectives.
Identifies multiple perspectives. Identifies multiple perspectives
and recognizes how they are
different and similar.
Only evaulates own
Evaluates only one other
Evaluates multiple
Evaluates multiple perspectives
B. Evaluates multiple
perspective.
perspective.
perspectives.
and recognizes patterns within
perspectives.
them.
Cannot explain how his/her Explains how one other
Explains how perspectives are Explains how perspectives are
C. Explains how perspectives
own perspective is informed perspective is informed by
informed by others.
informed by others with
are informed by others.
by others.
others.
evidence.
Indicator 4:
Descriptors:
1
2
3
4
Creates message and presentation
A. Engages the audience by
Cannot construct a message With support, constructs a
Engages the audience by
Engages the audience by
style to engage audience.
constructing an appropriate
that engages the audience. message that engages the
constructing an appropriate
constructing an appropriate
message.
audience.
message.
message and is able to change
the message during the
presentation by analyzing the
audience.
B. Adapts the presentation style Does not adapt the
With support, adapts the
Adapts the presentation style to Adapts the presentation style
to match the audience.
presentation style to match
presentation style to match the match the audience.
during the presentation to match
the audience.
audience with.
the audience.
Indicator 5:
Descriptors:
1
2
3
4
Employs technology to organize and A. Employs technology to
Employs technology to
Employs technology to
Employs technology to
Employs technology to organize
convey information.
organize information.
organize information only
organize information with some organize information.
information in new and creative
with support.
support.
ways.
B. Employs technology
Employs technology
Employs technology
Employs technology
Employs technology
appropriately to communicate
appropriately to communicate appropriately to communicate appropriately to communicate appropriately to communicate
information using a variety of
information using a variety of information using a variety of
information using a variety of
information using a variety of
media and formats.
media and formats only with media and formats with some media and formats.
media and formats in new and
support.
support.
creative ways.

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U.A. 21st Century Skills

Collaborator

1
Indicator 1:
Descriptors:
With support, shares ideas,
Fosters and manages effective
A. Independently shares
concerns, or personal
communication within the group. ideas, concerns, personal
insights, and resources with insights within the group.
the group. Seeks consensus
within the group.

Independently shares ideas,

concerns, personal insights,
and resources, often one-onone within the group.

Independently shares ideas,

concerns, personal insights,
and resources with the group.
Seeks consensus within the
group.

Does not listen actively and

attentively to others or
respect others ideas.
Does not provide or accept
constructive feedback.

With support, listens actively

and attentively and respects
others ideas .
Seldom provides and accepts
constructive feedback.

Listens actively and attentively Listens actively and attentively

and respects others ideas.
and respects others ideas and
advocates for this behavior .
Provides and accepts
Provides, actively solicits, and
constructive feedback.
acts on constructive feedback.

Indicator 2:
Develops and assumes group
roles.

Indicator 3:
Formulates, executes, and
reflects on group goals.

Indicator 4:
Uses technology responsibly to
maximize group productivity.

B. Listens actively and

attentively and respects
others ideas.
C. Provides and accepts
constructive feedback.
Descriptors:
A. Assumes any role and can
accurately describe and
perform the duties of most
roles.
B. Can describe the
relationship between all roles
and the teams goals.
C. Can describe and
communicate which team
members are fulfilling their
group roles.
Descriptors:
A. Participates in formulation
of group goals.

4
Independently shares ideas,
concerns, personal insights, and
resources with the group. Seeks
consensus within the group.
Serves as facilitator or mediator.

Avoids performing any

role(s).

Assumes some roles but

requires assistance in
performing duties.

Assumes any role and can

accurately describe and
perform the duties of most
roles.

Assumes a variety of roles,

including leadership, and can
accurately describe and perform
the duties of all roles.

Cannot describe the

relationship between the
roles and the teams goals.
Cannot describe or
communicate which team
members are fulfilling their
group roles.

Can describe the relationship

between roles and the teams
goals with support.
Can describe and
communicate which team
members are fulfilling their
group roles with support.

Can describe the relationship

between all roles and the
teams goals.
Can describe and
communicate which team
members are fulfilling their
group roles.

Can monitor and describe the

relationship between all roles
and the teams goals.
Can take action to ensure team
members are fulfilling their group
roles.

Chooses not to participate in

formulation of group goals.
Accepts limited responsibility.
Task assignments are
B. Accepts responsibilities
and completes tasks on time. incomplete or completed
poorly.

Participates in formulation of
group goals.
Accepts responsibilities and
completes tasks on time.

Leads in the formulation of group

goals.
Accepts responsibilities and
completes tasks on time and
takes a leadership role to ensure
group meets deadlines.

Reflects on groups progress

towards goals but cannot
articulate own contributions to
success or failure without
support.

Regularly reflects and

assesses groups progress
towards goals.

Regularly reflects and assesses

groups progress toward goals
and makes recommendation for
improvement.

C. Regularly reflects and

assesses groups progress
towards goals.

Does not reflect or assess

groups progress towards
goals.

Descriptors:
A. Demonstrates competent
selection of appropriate
technology to communicate
pertinent information,
increase group interaction,
and execute group goals.

Does not demonstrate the

selection of appropriate
technology to communicate
pertinent information,
increase group interaction,
and execute group goals.

B. Demonstrates ethical and

responsible use of
technology.

Does not demonstrate ethical Demonstrates ethical and

and responsible use of
responsible use of technology
technology.
with support.

Participates in formulation of
group goals with support.
Accepts responsibilities and
completes assigned tasks with
support.

2
Demonstrates limited selection
of appropriate technology to
communicate pertinent
information, increase group
interaction, and execute group
goals.

3
Demonstrates competent
selection of appropriate
technology to communicate
pertinent information, increase
group interaction, and execute
group goals.

Demonstrates and models

exemplary selection of
appropriate technology to
communicate pertinent
information, increase group
interaction, and execute group
goals.
Demonstrates ethical and
Demonstrates and advocates for
responsible use of technology. the ethical and responsible use
of technology.

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U. A. 21st Century Skills

Creative Thinker and Innovator

Indicator 1:
Takes risks and views
mistakes as learning
opportunities.

1
Descriptors:
Does not take purposeful
A. Takes purposeful
risks to extend learning. risks and works only within

B. Explores and
generates opportunities
from unexpected
outcomes.
C. Perseveres through
challenges.

Indicator 2:
Demonstrates originality,
ingenuity and curiosity.

D. Demonstrates
confidence and
flexibility in generating
ideas.
Descriptors:
A. Applies ideas to solve
problems or meet
challenges in new ways.
B. Considers the impact
of ideas and actions on
others (empathy).
C. Asks a variety of
questions that deepen
understanding.

2
Takes purposeful risks
occasionally and with
established level of success. support.

3
Takes purposeful risks to
extend learning.

Will not engage in activities

that may result in
unexpected outcomes.

Explores and generates

opportunities from
unexpected outcomes.

Begins to see unexpected

outcomes as part of
educational process.

Stops working when learning Makes several attempts

Perseveres through
challenges occur.
when learning challenges
challenges.
occur but ultimately learning
slows or stops.

4
Seeks opportunities to
extend learning through
purposeful risks and
anticipates that perceived
mistakes are part of the
learning process.
Embraces that unexpected
outcomes are part of the
learning process and seeks
opportunities for learning.
Views learning challenges as
a part of the process and
seeks opportunities to extend
learning regardless of the
number of challenges.
Demonstrates confidence
and flexibility in leading
others as they generate
ideas.

Is not confident or flexible in

generating ideas.

May engage in idea

generation but has little
confidence or flexibility in
ability.

Demonstrates confidence
and flexibility in generating
ideas.

1
Uses ideas provided by
others to solve problems or
meet challenges.

2
With support, applies ideas
to solve problems or meet
challenges in new ways.

3
4
Applies ideas to solve
Applies ideas to solve
problems or meet challenges problems or meet challenges
in new ways.
in innovative/transformative
ways.

Acts without consideration

for others.

With support, considers the

impact of ideas and actions
on others (empathy).
Asks questions to obtain
information.

Considers the impact of

ideas and actions on others
(empathy).
Asks a variety of questions
that deepen understanding.

Asks questions to reinforce

what they already know.

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Acts intentionally to impact

others in meaningful ways.
Asks a variety of questions
that deepen understanding
and challenge norms.

U. A. 21st Century Skills

Creative Thinker and Innovator

Indicator 3:
Applies a creative process.

Indicator 4:
Translates concepts into
products, services and
practices.

Descriptors:
A. Identifies and uses
strategies and
processes to approach
challenges.
B. Generates, explores
and experiments with
original ideas.
C. Articulates vision with
a clear purpose.

1
Does not identifiy or use
strategies and processes to
approach challenges.

2
Identifies or uses one or
more strategies and
processes to approach
challenges with support

3
4
Identifies and uses strategies Identifies and uses multiple
and processes to approach strategies and processes to
challenges.
approach and resolve
challenges.

Does not generate, explore

or experiment with ideas.

With support, generates,

explores, and experiments
with ideas.
Articulates a vision with
support.

Generates, explores and

experiments with original
ideas.
Articulates vision with a clear
purpose.

D. Reflects and
responds effectively
throughout the creative
process.

Does not reflect and respond Reflects and responds

throughout the creative
throughout the creative
process.
process with support.

Reflects and responds

effectively throughout the
creative process.

E. Engages in
purposeful play for
exploration of creative
process and products.
Descriptors:

Does not engage in

purposeful play

Engages in play for

exploration.

Engages in purposeful play

for exploration of creative
process and products.

1
Identifies product, service,
and practicies.

2
3
4
Develops products, services, Develops products, services, Transforms product, service,
and practices
and practices that reflect
and practice for new purpose
intention or purpose.

Uses resources to create a

product, service, and
practice.

Uses diverse and

appropriate resources to
create a product, service and
practice.

A. Develops products,
services, and practices
that reflect intention or
purpose

B. Uses diverse and

appropriate resources to
create a product, service
or practice that
addresses the need.
C. Identifies and
articulates criteria for
success based upon
vision.

Does not articulate a vision.

Uses diverse and

appropriate resources to
create a product, service,
and practice that addresses
the need.

Identifies criteria for success. Identifies criteria for success Identifies and articulates
based upon vision.
criteria for success based
upon vision.

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Generates, explores, and

experiments with multiple
original ideas.
Able to consider and
articulate multiple visions
and purposes and select the
most appropriate.
Seeks feedback from others,
reflects on his/her own work,
and responds appropriately
throughout the creative
process.
Engages in purposeful play
resulting in effective
application of creative
processes and products.

Uses diverse and

appropriate resources to
create a product, service,
and practice that addresses
the needs of multiple users.
Identifies, articulates and
evaluates criteria for success
based upon vision.

U. A. 21st Century Skills

Self-Directed Individual

Indicator 1:
Sets and manages goals.

Descriptors:

Maintains focus and

perseveres.

Indicator 3:
Takes initiative for selfinstruction, solving problems
and seeking appropriate help.

Resource is not used to

develop goal(s).

Uses an improper resource Uses a resource to

Uses a variety of resources
to develop goal(s).
develop goal(s). (eg:
to develop goal(s).
data, feedback, discussion,
teacher or partner, printed
materials)

B. Defines and articulates

clear goal(s).

Does not define a goal(s).

Defined goal(s) is unclear. Defines and articulates

clear goal(s).

C. Designs, documents, and Does not design a plan.

implements a plan to attain
goal(s).

Indicator 2:

A.Uses a resource to
develop goal(s). (eg: data,
feedback, discussion,
teacher or partner, printed
materials)

Descriptors:

Designed plan is not

implemented.

Defines and articulates

specific, measureable,
attainable and results
oriented goal(s).

Designs, documents, and Designs, documents, and

implements a plan to attain implements a plan that
goal(s).
includes a timeline
reflecting short- and longterm goals.

A. Implements a strategy to
maintain focus.

Requires frequent
redirection.

Implements a strategy to
maintain focus with
support.

Implements a strategy to
maintain focus.

Implements and flexibly

uses strategies to maintain
focus.

B. Perseveres when faced

with an obstacle.

Does not persevere.

Perseveres with support.

Perseveres when faced

with an obstacle.

Consistently perseveres
and overcomes obstacles
uses a variety of
strategies.

Descriptors:

A. Selects and uses a variety Does not select a

of resources for self
resource.
instruction.

With support, selects and

uses a resource for self
instruction.

Selects and uses a

resource for self
instruction.

Selects and uses a variety

of resources for self
instruction.

B. Applies strategies to
identify and resolve
problem(s).
C. Recognizes need and
accesses appropriate help.

Identifies problem(s).
Does not apply strategy to
resolve.
Recognizes need for help,
may not access.

Applies strategies to
identify and resolve
problem(s).
Recognizes need and
accesses appropriate help.

Applies strategies to
anticipate and minimize
problem(s).
Recognizes need and
accesses appropriate help
from a variety of sources.

Does not identify

problem(s).
Does not recognize need
or access help.

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U. A. 21st Century Skills

Self-Directed Individual

Indicator 4:
Monitors progress toward
goal(s) and self-corrects.

Descriptors:
1
2
3
4
A. Uses a strategy to monitor Does not monitor progress. Uses a strategy to monitor Uses a strategy to monitor Uses a variety of strategies
progress.
progress with support.
progress.
to monitor progress.

B. Identifies strengths and

areas to improve through
self-reflection.

Does not identify strengths With support, identifies

and areas to improve.
strengths and areas to
improve.

C. Makes modifications in
Does not make
response to new information modifications.
to accomplish goal(s).

Indicator 5:

Descriptors:
Is productive and accountable. A. Clearly explains the
progress toward goal(s) to
demonstrate accountability.

Makes modifications with

support.

Identifies strengths and

areas to improve through
self-reflection.

Identifies strengths and

areas to improve through
self-reflection to inform
future goal(s).

Makes modifications in
response to new
information to accomplish
goal(s).

Makes modifications in
response to new
information to accomplish
and extend goal(s).

1
2
3
4
Does not explain progress. Explanation lacks clarity or Clearly explains the
Explains the progress
does not align to goal.
progress toward goal(s) to toward goal(s) using
demonstrate accountability. evidence to demonstrate
accountability.

B. Takes action consistently Does not take action to

to reach goal(s).
reach goals.

Inconsistent action taken to Takes action consistently

reach goals.
to reach goal(s).

Takes action to reach and

extend goals.

C. Produces a final
demonstration of
understanding aligned to
goal(s).

Produces a demonstration Produces a final

of understanding that is not demonstration of
aligned to goal(s).
understanding aligned to
goal(s).

Uses final demonstration of

understanding to inspire
new learning.

Does not produce a

demonstration of
understanding.

Upper Arlington City Schools June 2012

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