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iRubric: In-Class Behaviours, Anxiety and Social Skills Rubric

iRubric: In-Class Behaviours, Anxiety and Social Skills Rubric

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In-Class Behaviours, Anxiety and Social Skills Rubric 
In-Class Behaviours, Anxiety and Social Skills Rubric
This rubric is for special class students participating in a mainstream class setting.
Rubric Code: MXC8AB9
By jaantoine
Ready to use
Public Rubric
Subject: Vocational  
Type: Assessment  
Grade Levels: 9-12

Powered by iRubric In-class Behaviours / Social Skills
  Needs Improvement

(N/A)

Satisfactory

2 pts

Good

3 pts

Excellent

4 pts

Raising Hand

Needs Improvement

Never raises hand to contribute to class discussions or to seek teacher's assistance and waits until cued by teacher.
Satisfactory

Rarely raises hand to contribute to class discussions or to seek teacher's assistance and waits until cued by teacher.
Good

Often raises hand to contribute to class discussions or to seek teacher's assistance and waits until cued by teacher.
Excellent

Always raises hand to contribute to class discussions or to seek teacher's assistance and waits until cued by teacher.
Staying "on-topic"

Needs Improvement

When contributing to class discussions, slipping into a conversation or initiating a conversation, the subject matter is rarely relevant and on-topic or appropriate to class (2 times out of ten).
Satisfactory

When contributing to class discussions, slipping into a conversation or initiating a conversation, the subject matter is sometimes relevant and on-topic or appropriate to class (4 times out of ten).
Good

When contributing to class discussions, slipping into a conversation or initiating a conversation, the subject matter is often relevant and on-topic or appropriate to class (6 times out of ten).
Excellent

When contributing to class discussions, slipping into a conversation or initiating a conversation, the subject matter is always relevant and on-topic or appropriate to class (8 times out of ten).
On-task Behaviour

Needs Improvement

When assigned work in-class, student struggles with completing tasks, is highly distracted and dis-regulated most of the time.
Satisfactory

When assigned work in-class, student requires many verbal prompts to stay on task. Student has difficulty ignoring distractions in the classroom (including other students).
Good

When assigned work in-class, student's attention is mainly focused on completing the tasks but may require verbal prompting to stay on task or, conversely, may be hyper-focused and ignore everyone around them.
Excellent

When assigned work in-class, student's attention is focused on completing the tasks in a reasonable manner Student manages their time while not being hyper-focused and excluding others.
Social Skills

Needs Improvement

Student rarely interacts with peers. Interactions are often not socially appropriate, and last for less than 20 seconds.
Satisfactory

Student interacts with peers only when prompted by staff or approached by peers. Interactions are occasionally socially appropriate, and last for more than 20 seconds.
Good

Student attempts to interact with peers. Interactions are sometimes socially appropriate, naturally occurring and at least one attempt is made per class.
Excellent

Student spontaneously interacts with peers. Interactions are always socially appropriate, naturally occurring and frequent (two or more per class).
Seeking Reassurance

Needs Improvement

Student reluctantly participates in class and frequently asks for reassurance (five or more times per class).
Satisfactory

Student actively participates in class and often asks for reassurance (three or more times per class).
Good

Student actively participates in class and occasionally asks for reassurance (once per class).
Excellent

Student actively participates in class and does not ask "Am I doing okay? Can I stay? Did I do a good job?"



Keywords:
  • Classroom behaviour, anxiety, social skills

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