iRubric: Identifying emotions and strategies rubric

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Identifying emotions and strategies

Evaluates a student's ability to identify emotions in real-life and fictional situations and a strategy to handle the emotion

Rubric Code: YXA4B89

By chochstetler

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Private Rubric

Subject: (General)

Type: Assessment

Grade Levels: K-5

Identifying Emotions and Strategies
	Poor 1 pts	Fair 2 pts	Good 3 pts	Great 4 pts	Excellent 5 pts
Real-Life Situations	Poor Student is able to identify his emotions in real-life situations in 1 out of 5 opportunities during his school day. Student may require visual prompting.	Fair Student is able to identify his emotions in real-life situations in 2 out of 5 opportunities during his school day. Student may require visual prompting.	Good Student is able to identify his emotions in real-life situations in 3 out of 5 opportunities during his school day. Student may require visual prompting.	Great Student is able to identify his emotions in real-life situations in 4 out of 5 opportunities during his school day. Student may require visual prompting.	Excellent Student is able to identify his emotions in real-life situations in 5 out of 5 opportunities during his school day. Student may require visual prompting.
Fictional Scenarios	Poor Student is able to identify his emotions in fictional situations presented in counseling or the classroom in 1 out of 5 opportunities. Student may require visual prompting.	Fair Student is able to identify his emotions in fictional situations presented in counseling or the classroom in 2 out of 5 opportunities. Student may require visual prompting.	Good Student is able to identify his emotions in fictional situations presented in counseling or the classroom in 3 out of 5 opportunities. Student may require visual prompting.	Great Student is able to identify his emotions in fictional situations presented in counseling or the classroom in 4 out of 5 opportunities. Student may require visual prompting.	Excellent Student is able to identify his emotions in fictional situations presented in counseling or the classroom in 5 out of 5 opportunities. Student may require visual prompting.
Identifying Strategy	Poor After identifying an emotion, student is able to independently identify a coping skill or calming strategy that he could use to deal with the emotion, in 1 out of 5 situations during his school day.	Fair After identifying an emotion, student is able to independently identify a coping skill or calming strategy that he could use to deal with the emotion, in 2 out of 5 situations during his school day.	Good After identifying an emotion, student is able to independently identify a coping skill or calming strategy that he could use to deal with the emotion, in 3 out of 5 situations during his school day.	Great After identifying an emotion, student is able to independently identify a coping skill or calming strategy that he could use to deal with the emotion, in 4 out of 5 situations during his school day.	Excellent After identifying an emotion, student is able to independently identify a coping skill or calming strategy that he could use to deal with the emotion, in 5 out of 5 situations during his school day.

Keywords:

Emotions, coping skills, calming strategies

Subjects:

(General)

Types:

Assessment

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