2

Next, make sure you’ve got a block of quiet, uninterrupted time to complete the assessment – likely 20 to 30 minutes. As you read each item and the practical examples for each level, you might say to yourself, “Well, we do a few things at the Pre-Awareness level and a few at the Awareness level – which are we?”  In these situations choose the level that you think most represents your current state. Remember, this tool isn’t intended to be used for exact measurements, rather as an indication to plan and chart progress. You may want to refer to the earlier table in this section that describes each level in very general terms.

It is important to note that while we all have the innate desire to demonstrate our worthiness and success, it’s unlikely that you will be able to honestly rate yourself at interaction or mastery on many, if any items. That’s okay – it’s expected. There is no “failing score” on this assessment. It only adds value when users have the courage to see things as they are, not as they hope them to be.  You are beginning the important step of identifying and working to address areas of need. 

Be sure to record your responses on the summary page of the 
Sustainability Formative Assessment Tool©.  For those components that are broken into multiple rubrics – for example, Efficiency and Effectiveness – select an overall score that reflects your assessment.

Pre-Awareness

Not yet aware of the importance of the element and/or its relationship to sustainability

Awareness

Aware of the importance of the element, but may not have sufficient capacity (e.g., not know how to solve the issue) or motivation (e.g., waiting for leadership and/or direction to address the issue)

Interaction

Aware of the importance and have translated available “know-how” and motivation into some sort of initial action on the component; there is evidence of impact on the component in limited ways, though results are likely limited and inconsistent

Mastery

Aware, capable, and strategic in their actions. Worthy of being a model in how to address the component for others.