iRubric: Self-Regulation Unit Learning rubric

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Self-Regulation Unit Learning

This rubric is used to assess understanding of SDLMI, WOOP and 4 step self-regulation planning. It is also used for students to reflect on self evaluated goal data collection within a 10-14 day cycle. Written paragraph summarizes data according to the listed requirements as it relates to self-regulation.

Rubric Code: DX95B77

By averweij

Ready to use

Public Rubric

Subject: Social Sciences

Type: Reflection

Grade Levels: 9-12

SELF-REGULATION PROCESSES Student ability to know 3 learned strategies, apply them while collecting data, monitoring and making changes to improve success, maintains motivation.
	MASTERY Applies the strategies in personal life. Interprets data and recognizes overall impact on quality of life. 3 pts	PROFICIENT Knows there are strategies that can be used and may try them, but isn't consistent with application. Desires positive change in life. 2 pts	EMERGING Knows of strategies, does not know how/when to apply them to personal situations. Doesn't understand why things haven't changed, tired of feeling the current way. 1 pts	NEEDS HELP Sees themselves as a victim who can not make change and lacks motivation to learn how to make positive change. 0 pts
Goal meets all SMART requirements I can write a SMART goal with all of its components.	MASTERY It is specific, measurable, action oriented, realistic and within the time frame.	PROFICIENT Goal is general, somewhat measureable, action oriented, viewed as realistic by the student meets a deadline or is within the time frame.	EMERGING Goal is vague, not measurable, did not specify actions, not realistic or does not mention a deadline or time frame.	NEEDS HELP Missing elements of a SMART goal or made no attempt.
Data Collection I can track my goal.	MASTERY Data was kept daily on the grid.	PROFICIENT Data was kept more than 50% of the time.	EMERGING Data was kept less than 50% of the time.	NEEDS HELP Data was not kept.
Compares & Contrasts action steps I can summarize my data and how my attempts were made.	MASTERY Discusses each action step and how it was utilized with or without success in detail.	PROFICIENT Mentions 50% of the action steps, but not all and why some were more helpful than others.	EMERGING Mentions less than 50% of the action steps, but offers limited comparison and/or with no explanation.	NEEDS HELP Does not compare or contrast any action steps.
Achieved Goal & Accuracy I can interpret the data and my success or how I needed to revise my plans.	MASTERY Uses data to draw an accurate conclusion of satisfying the goal and states the data to support meeting it to a certain percentage. Explains with details why they were able to meet the goal or why they were not.	PROFICIENT Attempts to use the data to show a conclusion about a goal and includes some data to support a percentage. There is a statement offering explanation in general as to why they were able to meet or not meet the goal.	EMERGING Little offered in summarizing data. Does not include a statement as to why they were able to meet or not meet the goal. No percentage of accuracy identified.	NEEDS HELP Did not offer explanation of data, or a percentage of achievement or explanations as to why they were able to meet or not meet the goal.
Page Summary requirements I can follow the directions of the prompt.	MASTERY Used 12 point font or is neatly handwritten and is 1 1/2 page (s) in length. Uses complete sentences with accurate spelling, grammar and punctuation.	PROFICIENT Typed or handwritten, and can read easily. Length of paragraph minimally meets 1 page requirement, but has less than 7 punctuation, grammar, spelling errors.	EMERGING Typed or handwritten, but not easy to read, has more than 8 punctuation, spelling and grammar errors and is less than 1 page.	NEEDS HELP Did not make an attempt or submit a typed or written summary.
Self-regulation I chose a goal that impacts my knowledge, skills, attitude, thoughts and behaviors in a positive way.	MASTERY Goal supports regulating emotions, thoughts and behaviors effectively in different situations and summary demonstrates in detail how the goal was able to support managing stress, controlling impulses, motivating oneself and setting & working toward achieving academic &/or personal goals.	PROFICIENT Goal supports regulating emotions, thoughts and behaviors effectively in different situations and summary demonstrates SOME knowledge of how the goal was able to support managing stress, controlling impulses, motivating oneself and setting & working toward achieving academic &/or personal goals.	EMERGING Goal supports regulating emotions, thoughts and behaviors effectively in one situation. Little knowledge is shared as to how this goal supports managing stress, controlling impulses, motivating oneself and setting & working toward achieving academic &/or personal goals.	NEEDS HELP Goal does not support regulation of emotion, thoughts or behaviors effectively.
Identifies barriers to progress I know what barriers pop up and keep me from achieving my goal or slows me down.	MASTERY Throughout the logging period and in reflection, authentically details a minimum of specific barriers that prevent(ed), delayed, or hindered progress toward the goal.	PROFICIENT Identify 1 or 2 barriers in reflection at some point throughout the process; may not offer in reflection how that prevents or hinders progress toward the goal. Contains limited authenticity.	EMERGING Identify 1 or 2 barriers and/or lacks authenticity examining barriers that hinder or prevent progress.	NEEDS HELP Did not or chooses not to see barriers that hinder or prevent progress toward goal.
Id's 4 steps in process I can create the 4 step process to self-regulation.	MASTERY Identifies all 4 steps to the self-regulation process including:1. Make a plan 2. Monitor the plan 3. Take control & make changes as needed 4. Reflect on what worked	PROFICIENT	EMERGING	NEEDS HELP Does not identify all parts of self-regulation process
Can apply & transfer process I can use the 4 step process to suggest responsible decision making to others.	MASTERY Can read/hear a scenario (academic or social or emotional) and draft the detailed 4 step process to recommend a successful outcome. For #3, lists the obstacles and suggests strategies to address each one.	PROFICIENT Drafts a plan with basic recommendations that could impact success in a positive way. For #3 identifies the obstacles, but does not specifically recommend for each one. May only apply in academic or social or emotional, but not all three.	EMERGING Drafts a plan but does not list the obstacles or offer strategy to increase success in either academic, social or emotional regulation.	NEEDS HELP Plan lacks steps or details that could result in positive change.
Can personally apply steps I can use the 4 step process to make responsible decisions for myself.	MASTERY I can draft a detailed 4 step process or more that includes accurately perceiving and planning for obstacles that may arise. I can modify my draft with specific actions based on new information or feedback. I see how my actions effect success and outcomes.	PROFICIENT I can draft a process that includes planning for some obstacles that may arise. I can modify my plan sometimes based on new information or feedback. I see how my actions might effect outcomes.	EMERGING Drafts a plan but does not list the obstacles or offer actions to increase success in either academic, social or emotional regulation.	NEEDS HELP Plan lacks steps or details that could result in positive change.
WOOP Strategy, If/then, I can use the WOOP strategy to make positive change.	MASTERY I can identify my Wish in 3-6 words, describe in detail the desired Outcome in it's fullest details, can id 1 main Obstacle in 3-6 words, and can form a plan using the If an obstacle occurs, Then I will and state the action to be taken. Understanding of how utilizing this strategy can benefit now and in future.	PROFICIENT Can list 3 of the WOOP strategy parts or provide some details about them; can explain how this strategy can impact success now or in the future.	EMERGING Can list 1 or 2 WOOP strategy parts but lacks understanding of how they work together or why. Lacks anticipation of obstacles and the real impact on success.	NEEDS HELP Does not know the parts of the WOOP strategy and cannot explain the purpose
SDLMI strategy I know & use the 3 phases of identifying a goal, making a plan and assessing how I made effort toward my goal. I can see myself being successful or I know how to make revisions or changes and remain motivated.	MASTERY I have successfully used this in my own life. I can answer each of the 4 questions for each phase in detail and explain the overall impact of why each phase is important; can self-assess barriers accurately, make revisions to the plan without seeing it as a failure ad perseveres	PROFICIENT Can interpret for others, but has not yet used in personal life successfully. Is knowledgeable that there are phases and can answer some of the questions to draft a plan; Makes revisions, but may not increase chances of positive change. Desire to try for change remains in tact.	EMERGING Can list 1 or 2 questions of the SDLMI strategy, but lacks understanding of purpose of phases; Lacks anticipation of obstacles or inaccurate realistic perception. Motivation for change is no longer present or actions do not match intent.	NEEDS HELP Does not know the phases of the SDLMI strategy and cannot explain the purpose.

Keywords:

reflection, smart goal, data summary, self-regulation, SDLMI, WOOP strategies

Subjects:

Social Sciences

Types:

Reflection

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