Can-Do Statements Feedback

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* 1. Does each aspect of the document provide a clear idea of what learners need to demonstrate within each range (Novice, Intermediate, Advanced, Superior, Distinguished) and at each sub-level? Respond below.

	Strongly Disagree	Disagree	Agree	Strongly Agree
Do *the Global Benchmarks* clearly identify what a learner needs to demonstrate to be solidly within each range (Novice, Intermediate, Advanced, Superior, Distinguished)?	Do *the Global Benchmarks* clearly identify what a learner needs to demonstrate to be solidly within each range (Novice, Intermediate, Advanced, Superior, Distinguished)? Strongly Disagree	Do *the Global Benchmarks* clearly identify what a learner needs to demonstrate to be solidly within each range (Novice, Intermediate, Advanced, Superior, Distinguished)? Disagree	Do *the Global Benchmarks* clearly identify what a learner needs to demonstrate to be solidly within each range (Novice, Intermediate, Advanced, Superior, Distinguished)? Agree	Do *the Global Benchmarks* clearly identify what a learner needs to demonstrate to be solidly within each range (Novice, Intermediate, Advanced, Superior, Distinguished)? Strongly Agree
Do *the Indicators* clearly identify what a learner needs to demonstrate at each sub-level (Novice Low-Mid-High; Intermediate Low-Mid-High; etc.)?	Do *the Indicators* clearly identify what a learner needs to demonstrate at each sub-level (Novice Low-Mid-High; Intermediate Low-Mid-High; etc.)? Strongly Disagree	Do *the Indicators* clearly identify what a learner needs to demonstrate at each sub-level (Novice Low-Mid-High; Intermediate Low-Mid-High; etc.)? Disagree	Do *the Indicators* clearly identify what a learner needs to demonstrate at each sub-level (Novice Low-Mid-High; Intermediate Low-Mid-High; etc.)? Agree	Do *the Indicators* clearly identify what a learner needs to demonstrate at each sub-level (Novice Low-Mid-High; Intermediate Low-Mid-High; etc.)? Strongly Agree
Do *the Sample Tasks* clearly illustrate what learners would demonstrate at each sub-level (Novice Low-Mid-High; Intermediate Low-Mid-High; etc.)?	Do *the Sample Tasks* clearly illustrate what learners would demonstrate at each sub-level (Novice Low-Mid-High; Intermediate Low-Mid-High; etc.)? Strongly Disagree	Do *the Sample Tasks* clearly illustrate what learners would demonstrate at each sub-level (Novice Low-Mid-High; Intermediate Low-Mid-High; etc.)? Disagree	Do *the Sample Tasks* clearly illustrate what learners would demonstrate at each sub-level (Novice Low-Mid-High; Intermediate Low-Mid-High; etc.)? Agree	Do *the Sample Tasks* clearly illustrate what learners would demonstrate at each sub-level (Novice Low-Mid-High; Intermediate Low-Mid-High; etc.)? Strongly Agree
Does the document *overall* provide a clear idea of what learners need to demonstrate within each range (Novice, Intermediate, Advanced, Superior, Distinguished) and at each sub-level (Low-Mid-High)?	Does the document *overall* provide a clear idea of what learners need to demonstrate within each range (Novice, Intermediate, Advanced, Superior, Distinguished) and at each sub-level (Low-Mid-High)? Strongly Disagree	Does the document *overall* provide a clear idea of what learners need to demonstrate within each range (Novice, Intermediate, Advanced, Superior, Distinguished) and at each sub-level (Low-Mid-High)? Disagree	Does the document *overall* provide a clear idea of what learners need to demonstrate within each range (Novice, Intermediate, Advanced, Superior, Distinguished) and at each sub-level (Low-Mid-High)? Agree	Does the document *overall* provide a clear idea of what learners need to demonstrate within each range (Novice, Intermediate, Advanced, Superior, Distinguished) and at each sub-level (Low-Mid-High)? Strongly Agree

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* 2. (Optional) Comments on Questions 1 (Limit of 500 characters)

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* 3. Format: Is each of these formats useful and needed in the final document?

	Strongly Disagree	Disagree	Agree	Strongly Agree
Document A: Grid of Benchmarks and Indicators	Document A: Grid of Benchmarks and Indicators Strongly Disagree	Document A: Grid of Benchmarks and Indicators Disagree	Document A: Grid of Benchmarks and Indicators Agree	Document A: Grid of Benchmarks and Indicators Strongly Agree
Document B: Each Range (Novice, Intermediate, Advanced, Superior, Distinguished) with One Indicator shown across Three Sub-Levels	Document B: Each Range (Novice, Intermediate, Advanced, Superior, Distinguished) with One Indicator shown across Three Sub-Levels Strongly Disagree	Document B: Each Range (Novice, Intermediate, Advanced, Superior, Distinguished) with One Indicator shown across Three Sub-Levels Disagree	Document B: Each Range (Novice, Intermediate, Advanced, Superior, Distinguished) with One Indicator shown across Three Sub-Levels Agree	Document B: Each Range (Novice, Intermediate, Advanced, Superior, Distinguished) with One Indicator shown across Three Sub-Levels Strongly Agree
Document C: Each Sub-Level (Novice Low-Mid-High; Intermediate Low-Mid-High; etc.) with all Three Indicators shown.	Document C: Each Sub-Level (Novice Low-Mid-High; Intermediate Low-Mid-High; etc.) with all Three Indicators shown. Strongly Disagree	Document C: Each Sub-Level (Novice Low-Mid-High; Intermediate Low-Mid-High; etc.) with all Three Indicators shown. Disagree	Document C: Each Sub-Level (Novice Low-Mid-High; Intermediate Low-Mid-High; etc.) with all Three Indicators shown. Agree	Document C: Each Sub-Level (Novice Low-Mid-High; Intermediate Low-Mid-High; etc.) with all Three Indicators shown. Strongly Agree

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* 4. (Optional) Comments on Question 3, A, B, C (Limit of 500 characters)

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* 5. Does the Can-Do Statements Document (Global Benchmarks, Indicators, Sample Tasks) provide the appropriate guidance to educators and learners? Respond below.

	Strongly Disagree	Disagree	Agree	Strongly Agree
Does the document (Global Benchmarks, Indicators, Sample Tasks) provide the guidance *needed for educators* to inform and guide language learning?	Does the document (Global Benchmarks, Indicators, Sample Tasks) provide the guidance *needed for educators* to inform and guide language learning? Strongly Disagree	Does the document (Global Benchmarks, Indicators, Sample Tasks) provide the guidance *needed for educators* to inform and guide language learning? Disagree	Does the document (Global Benchmarks, Indicators, Sample Tasks) provide the guidance *needed for educators* to inform and guide language learning? Agree	Does the document (Global Benchmarks, Indicators, Sample Tasks) provide the guidance *needed for educators* to inform and guide language learning? Strongly Agree
Does the document (Global Benchmarks, Indicators, Sample Tasks) provide the guidance *needed for learners* to identify what they “can do” - where they are along the continuum from Novice Low to Distinguished?	Does the document (Global Benchmarks, Indicators, Sample Tasks) provide the guidance *needed for learners* to identify what they “can do” - where they are along the continuum from Novice Low to Distinguished? Strongly Disagree	Does the document (Global Benchmarks, Indicators, Sample Tasks) provide the guidance *needed for learners* to identify what they “can do” - where they are along the continuum from Novice Low to Distinguished? Disagree	Does the document (Global Benchmarks, Indicators, Sample Tasks) provide the guidance *needed for learners* to identify what they “can do” - where they are along the continuum from Novice Low to Distinguished? Agree	Does the document (Global Benchmarks, Indicators, Sample Tasks) provide the guidance *needed for learners* to identify what they “can do” - where they are along the continuum from Novice Low to Distinguished? Strongly Agree

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* 6. (Optional) Comments on the overall document