Take Responsibility for Learning Performance Continuum

Performance Level 4

How adults at Level 4 Take Responsibility for Learning:
  • Establish learning goals that are based on an understanding of one's own current and future learning needs.
  • Identify own strengths and weaknesses as a learner and seek out opportunities for learning that help build self-concept as a learner.
  • Become familiar with a range of learning strategies to acquire or retain knowledge.
  • Identify and use strategies appropriate to goals, task, context, and the resources available for learning.
  • Monitor progress toward goals and modify strategies or other features of the learning situation as necessary to achieve goals.
  • Test out new learning in real-life applications.

Level 4 Indicators

Use Key Knowledge, Skills, and Strategies Adults performing at Level 4 can:
  • Identify current and future learning needs, and communicate a specific and attainable learning goal based on those needs.
  • Evaluate and integrate information from prior experiences and current practices in order to summarize key learning strengths and weaknesses; identify a gap in knowledge related to the learning goal; and identify a range of learning opportunities appropriate to the strengths and goal.
  • Select and use a broad range of sophisticated learning strategies (such as evaluation and selective integration of prior knowledge, and elaboration and organization of new information through extensive reading, outlining and evaluation of informational text; sustained active listening; asking probing questions; creating analogies or detailed schema for categorizing information; creating conceptual maps; evaluating usefulness of community resources; choosing to engage in individual or cooperative work depending on context and need; and "intuitively understanding" ideas and reactions of others) and sources of information (such as long, complex texts, complex graphics including charts, graphs and tables, and long oral communications) that are appropriate to the task context/conditions, individual goal, preferred learning style, and available resources in order to acquire and retain knowledge; and organize, synthesize and apply new learning to address the learning goal.
  • Monitor progress toward achieving learning goal with a wide range of strategies including testing to detect inconsistencies in information and understanding, and adjust learning strategies or other features of the learning context as necessary.

Show Fluency, Independence, and Ability to Perform in a Range of Settings

Adults performing at Level 4 can Take Responsibility for Learning, smoothly, effortlessly, and confidently, and supported by little or no guidance or assistance (taking initiative and sometimes assisting others), to accomplish complex, minimally structured or novel tasks with multiple steps that require a high degree of prediction or judgment, in a range of familiar and novel settings.

Level 4 Examples of Proficient Performance

Adults performing at Level 4 can Take Responsibility for Learning to accomplish a variety of goals, such as:
  • Learn what you need to know in order to develop program policies and specifications for a new community education center.
  • Learn about a range of policies and procedures at multiple workplaces in order to revise your employer's personnel manual.

To see a Word version of the performance continuum, click here.

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