iRubric: Task Completion Rubric

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Task Completion Rubric

Students will adequately complete grade-level work tasks.

Rubric Code: M22475B

By eakock

Ready to use

Public Rubric

Subject: Education

Type: ePortfolio

Grade Levels: K-5

Task Completion
	1 pts	2 pts	3 pts	4 pts
Task Completion How much work is completed compared to peers?	1 0-25% of the work is completed compared to peers. When given the option to engage in project-based learning or with accommodations, Remi completed none (or not much) of what was expected.	2 At least 50% of work is completed compared to peers When given the option to engage in project-based learning or with accommodations, Remi completed some of what was expected.	3 At least 75% of the work was completed compared to peers. When given the option to engage in project-based learning or with accommodations, Remi completed most of what was expected.	4 The same amount of work was completed compared to peers. When given the option to engage in project-based learning or with accommodations, Remi completed all of what was expected.
Task Initiation How much adult support is needed to start a work task?	1 Remi needed frequent reminders, prompts, or support to start tasks.	2 Remi 2-3 reminders, prompts, or occasional adult check-ins to start tasks.	3 Remi needed 1-2 reminders, prompts, or one adult check-in to start tasks.	4 Remi independently started tasks when given no adult support, individual reminders or extra prompts.
Time-Management How long does it take to complete task expectations?	1 Remi needed 2x as much time (or more) to complete a task compared to peers.	2 Remi needed 1.5x as much time (or more) to complete a task compared to peers.	3 Remi needed just a little more time to complete tasks compared to peers.	4 Remi completed tasks at the same rate as peers (or more quickly).
Transitions between tasks/activities How independent is Remi when transitioning between tasks or activities?	1 Compared to peers, Remi couldn't shift between tasks or activities without support and sought adult attention.	2 Compared to peers, Remi often needed support and frequently sought adult attention when shifting between tasks and activities.	3 Compared to peers, Remi needed minimal support without seeking adult attention when shifting between tasks and activities.	4 Compared to peers, Remi was independent when shifting between tasks and activities and did not seek assistance.