5. Transformed Learner
(Sets personal challenges that result in significant life change or growth.)
a. Commits to "universal" learning challenges stated or implied in any well-designed curriculum.
b. Establishes and meets own standards at unusually high performance levels.
c. Views the world at a mature adult development level; tackles life’s inconsistencies.
d. Assesses the validity of resources, tools, and models for each learning challenge or context.
e. Independently assesses the generalizability of competencies for many life contexts.

4. Enriched Learner
(Actively explores how to use knowledge for applications of personal interest; performs beyond expectations.)
a. Commits most to curricula organized around higher-order processes related to personal goals.
b. Sets and assesses own benchmarks and challenges.
c. Views individual differences, of self and others, as a creative resource.
d. Assesses the validity of resources, tools, and models for each learning challenge or context.
e. Explores, for multiple competencies, how lower level skills are related to higher-level skills.

3. Engaged Learner
(Active learner who can self-assess performance against standards.)
a. Commits strongly to curricula designed with well-defined outcomes, learning processes, measures, and standards.
b. Accepts "ownership" of learning based on confidence that assessment predictably raises performance.
c. Includes personal learning style and attitudes in assessment of strengths, areas of improvement, and insights relevant to improving performance.
d. Selects resources such as information, theories, models, and examples that will support learning outcomes in varied or flexible ways.
e. Focuses on building strong foundations across all learning domains as the best way to achieve predictable transfer and generalization of skills to real life contexts.

2. Conventional Learner
(Manages learning by focusing on outcomes; limited in awareness of personal potential.)
a. Focuses effort on finishing assignments; adjusts to fit unclear or unstated standards.
b. Constrained by an assumption that individuals have learning limitations that cannot be changed.
c. Relies upon instructor flexibility in helping to compensate for barriers related to learning style.
d. Sees use of recommended resources as an extra burden; has limited awareness of connections between resources and learning processes.
e. Aware of many skills but not of their relative levels of difficulty or roles as prerequisites.

1. Risk Averse Learner
(Grade-oriented; concerned about meeting requirements efficiently.)
a. Seeks the easiest and simplest solution to getting the grade expected.
b. Considers learning a problem that is controlled entirely by the instructor and/or by other external influences. c. Unaware of variations in learning style, personality, and learner goals.
d. Uses resources only as specifically prescribed for each assignment.
e. Thinks of learning only in terms of factual knowledge; unaware of varied uses of knowledge.

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