Values: Continuously seeks assessment in varied contexts while respecting assessee needs.

Criteria: Clearly articulates a comprehensive set of measurable criteria accepted by assessees.

Evidence: Collects data that is complete, well-documented, and supportive of assessment criteria.

Interpretation: Insightfully connects key performance areas with relevant assessee actions.

Reporting: Supplies integrated and robust plans of action in positive, assessee-centered, language.

Values: When asked, uses real time assessment to improve performance of self and others.

Criteria: Accurately proposes criteria for individuals and groups in a variety of contexts.

Evidence: Is able to observe, record, and recall key aspects of a performance as they relate to criteria.

Interpretation: Accurately identifies strengths, improvements, and insights in familiar and some unfamiliar contexts.

Reporting: Regularly creates non-judgmental reports that are relevant and valuable to assessees.

Values: Feels comfortable scoping out an assessment plan with an assessee.

Criteria: Selects key performance criteria for a specific context with the help of an assessee.

Evidence: Collects and organizes data from a performance related to major criteria.

Interpretation: Accurately identifies strengths, improvements, and insights in familiar contexts.

Reporting: Occasionally provides helpful feedback to assessees on key performance issues.

Values: Believes in the value of assessment, but is not always convinced that it is worth the effort.

Criteria: Within familiar contexts, is able to set some performance criteria of interest to assessee.

Evidence: Is able to collect data that support criteria, but has limited ability to analyze these data.

Interpretation: Is able to see strengths in key areas, but has difficulty giving guidance on how to improve.

Reporting: Provides superficial, often evaluative, feedback on items that may not be related to criteria.

Values: Understands the concept of assessment, but is not interested in engaging in supportive activities.

Criteria: Proposes some relevant and some invalid criteria without asking for assessee input.

Evidence: Gathers data that do not align with criteria while missing important data that do.

Interpretation: Frequently misinterprets performance data and is unable to support conclusions with data.