Chuska Scale for Rate of Acquisition

There are many observable ways to determine a student's Rate of Acquisition in regard to learning new knowledge and skills. The checklists provide a basic list for teachers to aid in determining those students who have a high or low Rate of Acquisition. This knowledge about a student is an aid to planning in regard to areas such as the depth or breadth of the introduction of the supposed new learning, the number of practice exercises different students may require and the additional or remedial resources and strategies that have to be employed. It should be noted that no student may be considered to have a high or low Rate of Acquisition in all, or any given area.

High Rate of Acquisition Checklist

Check	Question
	The student gives evidence of knowing some or much of what is to be taught when pretested or pre-surveyed on the upcoming work.
	The student is able to demonstrate the desired knowledge after the initial presentation.
	The student is able to demonstrate the desired skill in a pretest situation.
	The student has made him/herself knowledgeable beyond that which is expected.
	The student is able to grasp large amounts of content upon presentation or through individual reading assignments.
	The student demonstrated knowledge not normally expected of a student of this grade level.
	The student demonstrates skills not normally expected at this grade level.
	The student requires few repetitions or practices in order to show competency.
	The student usually demonstrates self-initiative and self-motivation.
	The student demonstrates pursuits of interests in a variety of areas.
	The student demonstrates competency in use of past-learned processes and/or study skills.
	The student relates new learning to previous learning by direct, analogous or metaphorical means.
	The student consistently makes "A's" on memory-type tests.
	The student demonstrates ability to learn in an independent manner.
	The student sets goals and makes plans to reach them.
	The student demonstrates high ability in problem solving and decision making situations.
	The student sets goals and makes plans to reach them.
	The student is an avid reader, and/or engages in many projects on his/her own.
	The student is willing to try new learning.
	The student raises many questions, and is willing to pursue avenues to find the answers.

Low Rate of Acquisition Checklist

Check	Question
	The student demonstrates that s/he has very little knowledge of the new learning to be taught according to a pretest or pre-survey.
	The student requires a couple of re-presentations before being able to demonstrate the desired learning.
	The student requires multiple practices before being able to demonstrate competency in the desired skill.
	The student does not demonstrate any indication that s/he has extended the basic assignment given.
	The student demonstrates that learning instruction must be developmental in nature and in small chunks.
	The student requires several repetitions, and/or practices before being able to demonstrate competency.
	The student demonstrates little self-initiative and self-motivation.
	The student is usually satisfied with only that which the teacher expects. In other words, the student is satisfied to complete the minimum.
	The student indicates that an in-depth review is necessary before a test.
	The student does not easily see relationships between new learning and previous learning.
	The student requires much direction in carrying out larger or longer assignments.
	The student is not in the habit of setting goals, and therefore, in not making plans to meet them.
	The student does not engage in much reading beyond school assignments.
	The student is hesitant about engaging in new learning.
	The student does not demonstrate much curiosity.