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Good set of descriptors to try to capture skill sets that are not easy to measure.

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It is not realistic to make assessments on student's personal growth and journey on how they are coping in various aspects. If we  can achieve outstanding for all the aspects, then we will be perfect human beings. As such, we need to relook the rationale for having rubrics like this. It may cause alot of mental stress on students (or even adults) like "Im not good enough".

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Some of the descriptors are quite hard to achieve at the student level. Also, how exactly can students quantify such soft skills (are there any avenues for them to display them?)

Also some descriptors are quite iffy - "reflect and monitor my own learning" how do you quantify that?

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1.1 knowing personal strengths and weaknesses - 1.2 to 1.6 seem to be elaboration of these strengths and weaknesses. is 1.1 needed?

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1.1 knowing personal strengths and weaknesses - 1.2 to 1.6 seem to be elaboration of these strengths and weaknesses. is 1.1 needed?

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It may be important to set the expectations when we interpret such data given that most if not all the skill sets here are soft skills. Eg: what is a good form of time management in a particular context may not be suitable for another context.

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A good set of descriptors/rubrics to aid students to understand and assess where they are in terms of these Life Skills

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Good for us to allow students to build self-awareness

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Good for us to allow students to build self-awareness

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Difficult to assess accurately and students might be affected by the reflection tool in terms of their character building

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Collapse some of the skills set, too many phases and make it more general (and more attainable).

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STUDENT PERSONAL GROWTH SHOULD NOT BE ON A RUBRIC. IT IS A LIFE JOURNEY

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STUDENT PERSONAL GROWTH SHOULD NOT BE ON A RUBRIC. IT IS A LIFE JOURNEY

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Strengths and weaknesses are very broad descriptors (do 1.2; 1.3; 1.4; 1.5 fall under 1.1?) It would be helpful to narrow down for students in what areas do we want students to look into; or strengths and weaknesses in different areas for each term - Andrew Lau

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Perhaps just have a journal for them to reflect on where they are. And have updates whenever they feel like they want to input/ record their journey. So that there is acceptance for who they are at any point of the journey.

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Perhaps just have a journal for them to reflect on where they are. And have updates whenever they feel like they want to input/ record their journey. So that there is acceptance for who they are at any point of the journey.

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A good start to try to quantify some of the soft skills that students should attain through the curriculum.

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Knowing your personal strengths and weaknesses

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Knowing your personal strengths and weaknesses

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Need to unpack what is high self-awareness. Maybe change to " I know my strengths and am able to use my strengths to achieve my goals and help others."

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need to unpack for students as they may not be clear since it is not a "term" that they use everyday

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Descriptors in columns 2 & 3 are similar . Can we change to have some knowledge & have good knowledge ...

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Descriptors in columns 2 & 3 are similar . Can we change to have some knowledge & have good knowledge ...

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Time management - would it be good to include what it means to manage time well e.g. complete and submit work on time, being well-prepared for tests, being punctual for school etc

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Time management - would it be good to include what it means to manage time well e.g. complete and submit work on time, being well-prepared for tests, being punctual for school etc

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The sub category are adequate but may be the order could be respect for others, school then community

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The sub category are adequate but may be the order could be respect for others, school then community

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self assessment is good as it allows students to reflect and understand themselves better.

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Hard for students to identify the exact phase they lie in if they do not satisfy all descriptors.

E.g. If student have knowledge of my own strengths and weaknesses but do not show effort to improve on weaknesses.

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Good checklist for students to understand and assess their own self-regulation level.

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How do we assess these aspects accurately when we have so many students to assess? Also, it's a challenge to measure them accurately as these students are at different stages in life; they may experience challenges to different extents. How do we differentiate the level of competencies when these students are experiencing different struggles?

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How do we assess these aspects accurately when we have so many students to assess? Also, it's a challenge to measure them accurately as these students are at different stages in life; they may experience challenges to different extents. How do we differentiate the level of competencies when these students are experiencing different struggles?

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graduation in phases of attainment is crafted positively

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graduation in phases of attainment is crafted positively

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Good checklist for teachers to keep track of students’ self regulation for students

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Some soft skills are quite hard to pinpoint and assess.

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able to manage emotions all the time...possible meh?
goal- setting with no guidance : being students .. is that possible... maybe change to minimal guidance....(if can do with little guidance is already outstanding for teenagers) From Group 11

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SMART goals are very one dimensional, could we instead incorporate SMARTER goals to include Evaluate (E); Review (R) as goal setting is a on-going and continuous process, and students need to be able to constantly evaluate and review their goals and improve on them as they move along. -- Andrew Lau

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It will be hard to ensure that these are done accurately as different students/teachers might have different benchmarks.

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I agree with the point on journaling. This allows students to track their day to day experiences and monitor their responses to these experiences. This helps them identify their trigger points and learn ways to tackle them.

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I agree with the point on journaling. This allows students to track their day to day experiences and monitor their responses to these experiences. This helps them identify their trigger points and learn ways to tackle them.

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May be good to elaborate on what reflecting and monitoring of learning refers to by giving examples

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Respect for self is focused on conversation and listening. Could be broader and worded as interpersonal interactions

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Respect for self is focused on conversation and listening. Could be broader and worded as interpersonal interactions

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1.1 Descriptor "i show effort ..." Would it be better to change it to 'I put it effort... instead of show"

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1.1 Descriptor "i show effort ..." Would it be better to change it to 'I put it effort... instead of show"

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Collapse to 3 levels. Highest is proficient level. Also proficient and competency ( close in terms of meanings of the 2 words)

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Student self -assess, teacher assess? Will it be fair ? What is a fair method and packages, activities that the students can do to enable teachers, students themselves and perhaps their peers can assess that student. It is a very good and ambitious way to give feedback to students but the packages need to be provided in detail.

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Students might not be familiar with some terms used. Maybe can water down the complexity of terms used?

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Perhaps it can be a document to focus on students' strengths and then have some recommendation on what can be further improved.

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Perhaps it can be a document to focus on students' strengths and then have some recommendation on what can be further improved.

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Should not be shown to students… is more of teacher database to conference with students or students’ parents. What Teachers need more is resources / guidance to help students in terms of their self-regulatory skills

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1.2: Would be helpful if SMART Goals are made clear to students

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1.2: Would be helpful if SMART Goals are made clear to students

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shi kai

The biggest blind spot of these self report scales ironically requires the student to be highly self aware in the first place.

Students who are not aware of their blind spots or are not confident in their own abilities might rank themselves higher or lower on the scales. E.g a student leader may assess themselves as outstanding in emotion management or feel that they are good at suspending judgement of others but in practice, they might not be adept in said role.

The second blind spot would be that some descriptors are vague or difficult to operationalize. For example, "I am able to manage my time once in awhile". When phrased like this - what do we mean by once in awhile? It would be better to operationalize these variables clearer.

3rd blind spot - Specifically for emotion management item (under the Outstanding section - I am able to manage my emotions well all the time). A classic blind spot would be well regulated students "on the surface" who are often observed to be able to manage their emotions well externally (e.g do not act out because they are aware that their emotions might affect others) but may not be managing it well internally. They may appear to be functioning superficially but might not be doing well internally - so do we consider these students to be managing their emotions well?

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Perhaps to do a SIT test like in BMT, to enable fairer assessment of students.

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Do we expect students to possess "outstanding" in all the skills? it would be too demanding if we hope our students can achieve these skills when even teachers do not achieve all. It is very difficult to observe or assess the soft skills in students.

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Students work better with exemplars for each phase. Each life skill can be quite vague and generic to students, and for this to be more meaningful, exemplars can be given to guide them in rating/grading themselves appropriately and for them to see which specific areas they can improve on. -- Andrew Lau

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The Question of "Why" : 2-Tiered Rubrics?

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The Question of "Why" : 2-Tiered Rubrics?

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It would also be meaningful to have a component of "why" students feel they are at a certain phase, something like a two-tiered rubrics. This component of "why" would also help them see their growth when they compare from term to term, or year to year. -- Andrew Lau