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

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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

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

Subjects:

Vocational

Types:

Assessment

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