iRubric: Social Thinking rubric

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Social Thinking

A rubric to measure social thinking skills (for students with moderate reasoning capabilities)

Rubric Code: SX87247

By lathas

Draft

Public Rubric

Subject: Communication

Type: Assessment

Grade Levels: 6-8, 9-12

Social Thinking
	Novice 1 pts	Emerging 2 pts	Practicing/Expected 3 pts	Expert/Independent 4 pts
Communication	Novice Requires consistent cues and explicit instructional supports to engage with others and use the expected nonverbal and verbal communication skills needed for communication.	Emerging Requires frequent cues and instructional supports to engage with others and use the expected nonverbal and verbal communication skills needed for a communication.	Practicing/Expected With minimal prompting (1-2), the student is able to simultaneously engage and use the expected nonverbal and verbal communication skills needed for effective communication.	Expert/Independent The student is independently able to 1. observe the context and understand the expected behaviors for the situation 2. interpret the nonverbal and verbal messages 3. use information including prior knowledge and shared experiences to predict the needs of communicative partner(s) 4. convey an expected nonverbal and verbal message 5. consider the thoughts and feelings of others 6. monitor and adjust behaviors based on the reactions of others
Perspective Taking	Novice The student is aware they have thoughts and feelings, but they believe everyone else either shares or should share the same beliefs. When there is a conflict the student who is unable to imagine others have different feelings and thoughts, they may often attribute the difference to a moral sense. i.e. that is bad, everyone does this	Emerging Although the student can imagine another person’s thoughts and feeling and is aware that others have different perspectives, they cling to the belief that their view is correct. When perspective-taking skills are emerging, the student will often repeat their response or behavior with the belief that others will eventually understand.	Practicing/Expected Perspective taking, or the ability to process and respond to one’s own thoughts and feelings, as well as what he/she believes other people are thinking and feeling, is considered developmentally appropriate. Student is able to view a situation or context from the point of view of another person and gauge his responses or behaviors in a manner that will likely result in a desired outcome.	Expert/Independent Perspective taking skills, or the ability to process and respond to one’s own thoughts and feelings, as well as what he/she believes other people are thinking and feeling, are considered advanced. He is able to view a situation or context from the point of view of another person while realizing that an observer’s point of view may be influenced by the larger societal or cultural values. He gauges his responses and behaviors in a manner that will most likely result in a desired outcome.
Recognizing Social Cues	Novice Student is unable to recognize the expected rules for behavior in a setting without consistent prompts. Is unaware of social cues expressed by peers. Student requires 6 or more corrective directives for adjusting and modifying behaviors in the given environment. i.e. In class we need to ....	Emerging Able to identify a few of the expected rules or behaviors for the group or context, but needs frequent cues to information to monitor and adjust verbal and nonverbal actions. Displays awareness of social cues expressed by peers with moderate assistance in structured group settings. Student requires 3-5 indirect or direct prompts during 10 minute observation. i.e. "what do you think or in this setting others expect you to..."	Practicing/Expected Able to identify most of the expected rules and behaviors for the group or context. Uses the information to monitor verbal and nonverbal actions with minimal adult cueing. Displays awareness of social cues expressed by peers with minimal assistance in structured group settings. Student may require 1-2 indirect prompts during 10 minute observation. i.e. "what do you think are the expectations?"	Expert/Independent Independently recognizes the hidden rules for the context and can use observation skills and thinking to monitor and adjust behavior/actions as expected. Displays awareness of social cues expressed by peers independently of adult support.

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