5. Transformational
(Uses learning challenges and facilitation methods that result in life change in learners.)
a. Design curriculum on the basis of "meta-strategies" that enables learners to perceive entirely new learning paradigms.
b. Learners establish and meet their own standards at unusually high performance levels.
c. Learns are sought out by other students for mentoring on how to "learn –to-learn."
d. Learners seek out and assess models, strategies, and theories that extend their range of application of knowledge.
e. Learners independently assess the generalizability of their knowledge and skills for many life contexts.

4. Enriching
(Moves learners to explore knowledge applications beyond expectations.)
a. Curriculum is soundly organized around higher-order goals and processes.
b. Learners are able to assess their benchmarks and to independently challenge themselves.
c. Incorporate individual differences to increase all students’ awareness of the variations in valid strategies for achieving outcomes.
d. Learners assess resources, tools, and models for validity in given contexts.
e. Produce learners able to identify and improve lower levels skills related to higher –levels goals.

3. Engaging
(Consistently produces active learners who can self-assess performance against standards.)
a. Curriculum design includes clear outcomes, learning processes, measures, and standards.
b. Use facilitation to effectively increase learner confidence that assessment raises performance.
c. Facilitates individual inclusion of learning style issues in self-assessments of performance.
d. Select resources to provide information, theories, models, and examples that will support learning outcomes in varied ways.
e. Curriculum is based on careful analysis of supporting skills in order to design activities that lead to transfer of sills to similar contexts.

2. Conventional
(Manages learning by clearly defining outcomes; discounts the value of facilitation of learning processes.)
a. Describe curriculum outcomes in terms of products; unstated standards, or open to interpretation.
b. Support of learning processes in limited to tutoring, reviews, and grading.
c. Provides evaluative feedback plus encouragement and assistance related to learning styles.
d. Resources are provided to support each learning outcome in varied ways.
e. Aware of the range of lower levels skills but can’t always connect these to more complex goals.

1. Risk Averse
(Avoids change; discounts the value of assessment of teaching strategies or of supporting learning processes.)
a. Bases curriculum on assignments related to a specific text.
b. Views learning only in terms of memorization of facts, theories, and procedures.
c. Views variations in learning style, personality, and learner goals as student problems.
d. Views supplemental resources, as well as text reading, as assignments.
e. The main goal is to present lower level knowledge; assume transfer is unlikely until a job or other future challenge is experienced.

Rubric developed by Cy Leise, Professor of Psychology, Bellevue University