Reference library
APPENDIX I
Self-Assessment and Mentor Evaluation Rubrics
Module-by-module rubrics giving a learner and mentor shared language for rating progress from Developing to Exceptional.
Rubric Overview
A.
Purpose and Use
- 1.The rubrics below give a shared language for a learner and a mentor to rate progress on each module's core behaviors along a simple four-point scale: Developing, Meets Expectations, Strong, and Exceptional.
- 2.These are meant to structure an honest conversation, not to produce a score for its own sake; a mentor should always discuss specific examples behind a rating, not just the rating itself.
Module-by-Module Rubrics
A.
Module 1: The OFA Role and the Stewardship Model
| Level | Description |
|---|---|
| Developing | Can define stewardship when prompted, but struggles to apply it to a new example |
| Meets Expectations | Correctly identifies a stewardship and its stakes in familiar situations |
| Strong | Correctly identifies stewardships and stakes in unfamiliar situations without prompting |
| Exceptional | Coaches a peer through recognizing a stewardship they had not noticed themselves |
B.
Module 2: OFA 1 Role Definition and the Six Core Behaviors
| Level | Description |
|---|---|
| Developing | Produces notes and drafts that require significant correction before use |
| Meets Expectations | Produces accurate notes and drafts with occasional correction needed |
| Strong | Produces notes and drafts a reviewer accepts with little to no correction |
| Exceptional | Proactively flags gaps or discrepancies a reviewer had not yet noticed |
C.
Module 3: Learning OFA Terminology and Team Processes
| Level | Description |
|---|---|
| Developing | Relies on guessing at unfamiliar terms or processes rather than confirming them |
| Meets Expectations | Confirms unfamiliar terms and processes when reminded to do so |
| Strong | Proactively confirms unfamiliar terms and processes without being reminded, and maintains a current personal glossary |
| Exceptional | Notices and documents team-specific process variations well enough to orient a peer joining the same team |
D.
Module 4: Contributing to Requirements Documentation
| Level | Description |
|---|---|
| Developing | Frequently records a proposed solution as if it were the requirement |
| Meets Expectations | Usually separates requirement from solution with occasional guidance |
| Strong | Reliably separates requirement from solution and asks strong follow-up questions |
| Exceptional | Notices ambiguity or classification issues others miss |
E.
Module 5: Discovery and Communication Basics
| Level | Description |
|---|---|
| Developing | Asks mostly closed questions and rarely confirms understanding |
| Meets Expectations | Asks open questions and confirms understanding when reminded |
| Strong | Consistently asks open questions and confirms understanding unprompted |
| Exceptional | Captures a clean, accurate summary even from a conversation that drifted or grew ambiguous |
F.
Module 6: Maintaining Notes, Action Items, and Artifacts
| Level | Description |
|---|---|
| Developing | Documentation is accurate but hard for others to find or follow |
| Meets Expectations | Documentation is clear, accurate, and findable with occasional gaps |
| Strong | Documentation consistently serves as a reliable single source of truth |
| Exceptional | Proactively audits and improves documentation others rely on |
G.
Module 7: Supporting Testing and Validation
| Level | Description |
|---|---|
| Developing | Escalates issues immediately with little initial assessment |
| Meets Expectations | Gathers basic facts before escalating most issues |
| Strong | Consistently distinguishes confirmed facts from assumptions before escalating |
| Exceptional | Identifies patterns across multiple issues that others treated as unrelated |
H.
Module 8: Supporting the Launch of Fundamental Solutions
| Level | Description |
|---|---|
| Developing | Confirms readiness informally, from memory, without checking the requirements or test record directly |
| Meets Expectations | Completes a launch-readiness check against the actual requirements and test record with occasional guidance |
| Strong | Reliably verifies deliverables against documented requirements, completes a launch-readiness check unprompted, and drafts a clear launch communication |
| Exceptional | Catches a readiness gap others had already signed off on before it reached a real launch |
I.
Module 9: Working Under Direct Guidance
| Level | Description |
|---|---|
| Developing | Brings open-ended questions or escalates without an initial assessment |
| Meets Expectations | Brings well-formed questions with options considered, though not always a recommendation |
| Strong | Consistently brings well-formed questions with a reasoned recommendation, and escalates at an appropriate time |
| Exceptional | A mentor reports the learner's guidance-seeking pattern as a model for other new OFAs to follow |
J.
Module 10: Applied Business Case Performance
| Level | Description |
|---|---|
| Developing | Completes a business case exercise with substantial mentor correction needed |
| Meets Expectations | Completes a business case exercise meeting most strong performance indicators |
| Strong | Completes a business case exercise meeting all strong performance indicators |
| Exceptional | Applies lessons from one business case to improve performance on an unrelated one |