iRubric: Student Engagement Instrument - Benson rubric

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Student Engagement Instrument - Benson

Rubric Code: XX42CWX

By ralbr1

Ready to use

Public Rubric

Subject: Education

Type: Assessment

Grade Levels: K-5, 6-8, 9-12

Engaging Students in Learning
	Distinguished 5 pts	Proficient 4 pts	Basic 3 pts	Minimal 2 pts	Unsatisfactory Notes of what to look for 1 pts	Observing... (N/A)
Activities & Assignments	Distinguished All students are cognitively engaged in the activities. Students initiate or adapt activities and projects to enhance understanding.	Proficient Most activities and assignments are appropriate to students, and almost all of the students are cognitively engaged in exploring content.	Basic Activities and assignments are appropriate to some students and engage them mentally, but others are not engaged.	Minimal Activities and assignments are inappropriate for students' age or background. Students are not mentally engaged in them.	Unsatisfactory There are no learning activities or assignments taking place in the room.	Observing... Looking at not only the directions for the activities and assignments themselves, but the quality of student work in response to the directions.
Grouping of students -if applicable	Distinguished Instructional groups are productive and fully appropriate to the students or to the instructional purposes of the lesson. Students take the initiative in learning.	Proficient Instructional groups are productive and fully appropriate to the students or to the instructional purposes of the lesson.	Basic Instructional groups are only partially appropriate to the students or only moderately successful in advancing the instructional outcomes.	Minimal Instructional groups are inappropriate to the students or to the instructional outcomes.	Unsatisfactory Students are rambling aimlessly around the room.	Observing... Variation is usually helpful. If grouping is the structure, it should reflect differentiated instruction or a purpose for improved learning.
Instructional Materials & Resources	Distinguished Instructional materials and resources are suitable to the instructional purposes and engage students mentally.	Proficient Instructional materials and resources are suitable to the instructional purposes and engage students mentally.	Basic Instructional materials and resources are only partially suitable to the instructional purposes, or the students are only partially mentally engaged with them.	Minimal Instructional materials and resources are unsuitable to the instructional purposes or do not engage students mentally.	Unsatisfactory There are no resources, materials, or conversation engaging students in the instruction.	Observing... Resources can include outside visitor, internet site, smartboard activity, etc.
Structure and Pacing	Distinguished The lesson's structure is highly coherent, allowing for reflection and closure. Pacing of the lesson is appropriate for all students.	Proficient The lesson has a clearly defined structure around which the activities are organized. Pacing of the lesson is generally appropriate.	Basic The lesson has a recognizable structure, although it is not uniformly maintained throughout the lesson. Pacing of the lesson is inconsistent.	Minimal The lesson has no clear defined structure, or the pace of the lesson is too slow or rushed, or both.	Unsatisfactory One or more students are asleep.	Observing... Students should know where they are in the structure. May have a beginning, middle and end, with a clear introduction and closing, or be more of a working session.
Interest	Distinguished Students appear to like the class. Students appear to find the subject interesting and the learning of it enjoyable.	Proficient	Basic	Minimal Students dislike the class. Students find the class unpleasant. They are not curious to learn new things in this course and appear bored and uncomfortable.	Unsatisfactory Students are not displaying any interest in the instruction.	Observing... Students should display an interest in the instruction.
Attentiveness	Distinguished Students listen attentively, and concentrate very hard when the teacher introduces new concepts. They take an active part and make an effort to participate.	Proficient	Basic	Minimal Students are not attentive when the teacher introduces new concepts. They do not take an active part and don't make much effort to participate in the lessons.	Unsatisfactory Students are off task completely.	Observing... Students should be alert and actively engaged in the lesson.
Body Language	Distinguished Students are well postured: sitting up straight, square in chair, eyes on speaker. If in groups, actively participating and engaged in activity.	Proficient	Basic	Minimal Students are ill postured: slouching, body and eyes not facing speaker.	Unsatisfactory Student is in the hallway and not included in the instruction.	Observing... Students should be postured in a way that demonstrates an active participation in body language.

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Student Engagement

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