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EBP Self-Assessment Rubric Guide | PDF | Evidence Based Practice | Rubric (Academic)
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EBP Self-Assessment Rubric Guide

The rubric assesses evidence-based practice (EBP) on a scale of 1 to 4 across three steps: plan, use, and monitor. A level 4 rating reflects excellent, comprehensive work in planning goals and contracts, accurately selecting and skillfully applying EBPs, and extensively monitoring progress and implementation fidelity. A level 3 rating indicates proficient work in setting logical goals, effectively selecting and thoughtfully applying EBPs, and sufficiently monitoring progress. A level 2 rating represents adequate work partially completing planning, selection and application of EBPs, and partially monitoring progress. A level 1 rating signifies limited work vaguely planning, haphazardly selecting and rarely applying EBPs, and rarely monitoring progress.

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402 views1 page

EBP Self-Assessment Rubric Guide

The rubric assesses evidence-based practice (EBP) on a scale of 1 to 4 across three steps: plan, use, and monitor. A level 4 rating reflects excellent, comprehensive work in planning goals and contracts, accurately selecting and skillfully applying EBPs, and extensively monitoring progress and implementation fidelity. A level 3 rating indicates proficient work in setting logical goals, effectively selecting and thoughtfully applying EBPs, and sufficiently monitoring progress. A level 2 rating represents adequate work partially completing planning, selection and application of EBPs, and partially monitoring progress. A level 1 rating signifies limited work vaguely planning, haphazardly selecting and rarely applying EBPs, and rarely monitoring progress.

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Evidence-Based Practice (EBP) - Self-Assessment Rubric

Level 4 3 2 1

Criteria Excellent Proficient Adequate Limited


Step 1: Plan
I assess my own knowledge I thoroughly assess my own I partially assess my own I superficially assess my own
in a comprehensive manner. I knowledge. I set logical goals knowledge. I set rudimentary knowledge. I set vague goals
set rich and detailed goals for for learning. I create relevant goals for learning. I create for learning. I create
learning. I create precise learning contracts with basic learning contracts with confusing learning contracts
learning contracts with myself and/or others. I gather myself and/or others. I gather with myself and/or others. I
myself and/or others. I gather several necessary tools and some necessary tools and gather few necessary tools
all necessary tools and resources. resources. and resources.
resources.

Step 2: Use
I accurately select EBPs I effectively select EBPs I appropriately select EBPs I haphazardly select EBPs
based on student based on student based on student based on student
assessment. I skillfully create assessment. I thoughtfully assessment. I partially create assessment. I create and use
and use tools for extensive create and use tools for and use tools for basic self- tools for undeveloped self-
self-management of my own meaningful self-management management of my own management of my own
learning. I purposefully of my own learning. I learning. I routinely identify learning. I vaguely identify
identify when elements of systematically identify when when elements of the EBPs when elements of the EBPs
the EBPs are not clear and elements of the EBPs are not are not clear and seek are not clear and seek
seek support. I extensively clear and seek support. I support. I sometimes model support. I rarely model the
model the EBPs for others. sufficiently model the EBPs the EBPs for others. EBPs for others.
for others.

Step 3:
Monitor I extensively monitor and I sufficiently monitor and I partially monitor and report I rarely monitor and report on
report on student progress. I report on student progress. I on student progress. I student progress. I
often seek feedback on my regularly seek feedback on sometimes seek feedback on infrequently seek feedback
use of the EBPs. I my use of the EBPs. I my use of the EBPs. I assess on my use of the EBPs. I
purposefully assess fidelity of effectively assess fidelity of fidelity of implementation weakly assess fidelity of
implementation. implementation. routinely. implementation.

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