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iRubric: Social Thinking: 6-8 High Level Thinking rubric

iRubric: Social Thinking: 6-8 High Level Thinking rubric

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Social Thinking: 6-8 High Level Thinking 
Social Thinking: 6-8 High Level Thinking
A rubric to measure social thinking skills for individuals with taverage reasoning capabilities
Rubric Code: CXC5425
By janaob
Ready to use
Public Rubric
Subject: Communication  
Type: Assessment  
Grade Levels: 6-8, 9-12

Powered by iRubric Social Pragmatic Communication
  Exceeds

4 pts

Meets

3 pts

Progessing

2 pts

Beginning

1 pts

Communication

Exceeds

The student is independently able to
1. observe the context and understand the expected behaviors for the situation
2. interpret the nonverbal and verbal messages
3. use information including prior knowledge and shared experiences to predict the needs of communicative partner(s)
4. convey an expected nonverbal and verbal message
5. consider the thoughts and feelings of others
6. monitor and adjust behaviors based on the reactions of others
Meets

With minimal prompting, the student is able to simultaneously engage and use the expected nonverbal and verbal communication skills needed for effective communication.

The student may require some assistance and direction in 1-2 of the previous communicative processes
Progessing

The student requires frequent cues and instructional supports to engage with others and use the expected nonverbal and verbal communication skills needed for a communication.

The student may be able to express himself, but he doesn't always know the how's or when's to apply the communicative processes.
Beginning

The student requires consistent cues and explicit instructional supports to engage with others and use the expected nonverbal and verbal communication skills needed for communication.

The student may be able to express himself, but he is usually unable to apply communicative processes without assistance.
Perspective Taking

Exceeds

Perspective taking skills are considered advanced. (ability to process one’s own thoughts and feelings, as well as what he/she believes other people are thinking ) The student is able to view a situation or context from the point of view of another person while realizing that an observer’s point of view may be influenced by the larger societal or cultural values. He /She gauges own responses and behaviors in a manner that will most likely result in a desired outcome.
Meets

Perspective taking, or the ability to process and respond to one’s own thoughts and feelings, as well as what he/she believes other people are thinking and feeling, is considered developmentally appropriate. The student is able to view a situation or context from the point of view of another person and gauge own responses or behaviors in a manner that will likely result in a desired outcome.
Progessing

Although the student can imagine another person’s thoughts and feeling and is aware that others have different perspectives, they cling to the belief that their view is correct. When perspective-taking skills are emerging, the student will often repeat their response or behavior with the belief that others will eventually understand.
Beginning

The student is aware he/she has thoughts and feelings, but believes everyone else either shares or should share the same beliefs.
Identify Hidden Curriculum

Exceeds

The student independently recognizes the hidden rules for the context and can use observation skills and thinking to monitor and adjust behavior/actions as expected.

Others in the environment are comfortable.
Meets

The student is able to identify most of the expected rules and behaviors for a group or context. He/she uses the information to monitor verbal and nonverbal actions with minimal adult cueing.

Student may require 1-2 indirect prompts during 10 minute observation. i.e. "what do you think are the expectations?"
Progessing

The student is able to identify a few of the expected rules or behaviors for a group or context, but needs frequent cues to monitor and adjust verbal and nonverbal actions. The student requires 3-5 prompts during 10 minute observation. i.e. "what do you think or in this setting others expect you to..."
Beginning

The student is unable to recognize the expected rules for behavior in a setting without consistent prompts. The student requires adult mediation to participate in the group or classroom contexts.

The student requires frequent corrective directives for adjusting and modifying behaviors in the given environment. i.e. In class we need to ....



Keywords:
  • social thinking


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