iRubric: Soft Skills Inventory rubric

Never communicates ideas or listens to others ideas. Is not open to others’ ideas. Always interrupts others while they are sharing their ideas.

Seldom communicates ideas or listens to others. Rarely open to others’ ideas or willing to exchanges ideas and information with others. Occasionally interrupts

Frequently communicates ideas and listens to others. Occasionally open to others’ ideas or exchanges ideas and information with others.

Consistently communicates ideas and listens to others. Is always open to others’ ideas. Effectively exchanges ideas and information with others.

Cannot identify when emotionally triggered or feels a strong emotion.Ignores body sensations, shuts down or acts out.
Other- dependent in recognizing dysregulation and need for use of strategies

Results in substantial disruption to environment, fulfillment of obligations or tasks, or self care/harm

Can identify dysregulation, depression, etc 20- 45% of the time.
May need asst in identifying feelings and strategies but can usually name 1-2 strategies to self soothe, regain regulation in order to complete activity and/or obligation.
Requires reinforcement

Can identify disregulation, depression, etc at least 75% of the time.
Can often utilize learned strategies to self soothe or regain regulation in order to complete activity and/or obligation.
Can activiely problem solve and seek solutions with assistance or sometimes independently.
Can name and use at least 4 strategies and identify triggers/events which can provoke such reactions.

Asks for help in

Takes steps to prevent disregulation
Can independently utilize learned strategies to self soothe or regain regulation to complete task or obligation over 80% of the time.

Takes responsibility for self management across settings and events.

Demonstrates no leadership qualities. Interrupts, distracts, or disrupts others when completing a task. Shows no respect and has difficulty working with others.

Shows little respect for others. Let’s others do the work or dominates work. Works well with people who are similar to self, but has difficulty working with people of diverse backgrounds.

Frequently cooperative when completing a task. Occasionally shows respect for others. Acts as leader or helper with prompting. Works well with a variety of people and accepts people from diverse backgrounds.

Consistently demonstrates cooperation to complete a task. Shows respect for others. Acts as leader or helper with few cues. Effectively works with people of diverse backgrounds and encourages peers to make best use of their talents.

Does not ask questions to clarify directions or assignments or only asks questions which are unrelated or disruptive in nature. Has no strategies to complete work.

Identifies some thinking-related questions about instructions or assignments. Does not see logical connections between ideas. Seldom uses strategies to complete assignments.

Often asks appropriately critical questions. Is mostly able to think clearly and rationally and often engages in reflective and independent thinking. Understands the work to be done and implements a strategy to complete it.

Consistently asks appropriately critical questions. Thinks clearly, rationally, and engages self in reflective and independent thinking. Understands the logical connections between ideas and uses higher-level thinking skills to strategize assignment completion.

Fails to or refuses to start work in a timely manner. Fails to make up work after absences. Never uses class time in a productive manner.

Has difficulty starting to work in a timely manner. Seldom makes up work after absences. Occasionally uses class time effectively only if the topic interests them.

Usually starts work independently and in a timely manner. Usually makes up work after absences. Usually uses class time effectively.

Consistently starts work independently and in a timely manner. Consistently makes up work after absences. Consistently uses class time in a productive manner.