The following proficiency scales describe generalized ability in 4 categories of increasing ability: developing, approaching, on-level and honors/college-level. The domains below are deemed to be core competencies — i.e., involved in most of the work in a discipline at any one time; additional proficiency scales like these can be created for any performance task a student may encounter.
Like the divisional Portrait of the Graduate, these scales should be used as an important piece when deciding on placement levels for students, course design, and assessment complexity. As always, students should be recommended for levels that will, in the estimation of the teacher/department, cause the most learning.
Note that the progressions described below tend to move from the concrete to the abstract, from simple to complex, and from work more dependent on intervention to work that can be done independently. It is critically important to note, however, that independence from teacher intervention should not be a core driver when describing proficiency; students need, and should expect, support from expert teachers at any level.