iRubric: Identifying emotions and self-regulation tools rubric

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Identifying emotions and self-regulation tools

Evaluates a student's ability to identify emotions and use coping skills for self-regulation when disengaged during an educational activity

Rubric Code: P234434

By chochstetler

Draft

Public Rubric

Subject: (General)

Type: Assessment

Grade Levels: K-5

Identifying Emotions and Coping Tools
	Poor 1 pts	Fair 2 pts	Good 3 pts	Great 4 pts	Excellent 5 pts
Emotion Identification	Poor Student is able to identify his emotions when disengaged during educational activities in 1 out of 5 opportunities during his school day. Student may require visual or verbal prompting.	Fair Student is able to identify his emotions when disengaged during educational activities in 2 out of 5 opportunities during his school day. Student may require visual or verbal prompting.	Good Student is able to identify his emotions when disengaged during educational activities in 3 out of 5 opportunities during his school day. Student may require visual or verbal prompting.	Great Student is able to identify his emotions when disengaged during educational activities in 4 out of 5 opportunities during his school day. Student may require visual or verbal prompting.	Excellent Student is able to identify his emotions when disengaged during educational activities in 5 out of 5 opportunities during his school day. Student may require visual or verbal prompting.
Self-Regulation Tools	Poor Student uses a coping skill or calming strategy to help him engage in educational activities, with visual or verbal prompting as needed, in 1 out of 5 situations during his school day.	Fair Student uses a coping skill or calming strategy to help him engage in education activities, with visual or verbal prompting as needed, in 2 out of 5 situations during his school day.	Good Student uses a coping skill or calming strategy to help him engage in educational activities, with visual or verbal prompting as needed, in 3 out of 5 situations during his school day.	Great Student uses a coping skill or calming strategy to help him engage in educational activities, with visual or verbal prompting as needed, in 4 out of 5 situations during his school day.	Excellent Student uses a coping skill or calming strategy to help him engage in educational activities, with visual or verbal prompting as needed, in 5 out of 5 situations during his school day.