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Behaviour For Learning Rubric

The document outlines performance evaluation criteria for students based on four categories: Excellent, Good, Inconsistent, and Cause for Concern. Each category assesses students on their attitude to learning, contribution to learning, and organization, with specific behaviors and expectations defined for each level. The criteria emphasize the importance of engagement, initiative, respect for others, timely submission of work, and preparedness.

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dramaofcayman
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47 views1 page

Behaviour For Learning Rubric

The document outlines performance evaluation criteria for students based on four categories: Excellent, Good, Inconsistent, and Cause for Concern. Each category assesses students on their attitude to learning, contribution to learning, and organization, with specific behaviors and expectations defined for each level. The criteria emphasize the importance of engagement, initiative, respect for others, timely submission of work, and preparedness.

Uploaded by

dramaofcayman
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Standards of performance are evaluated according to the following criteria:

Attitude to Learning Contribution to Learning Organisation


 The student consistently  Contributions consistently  Work is consistently submitted on
demonstrates a very positive interest enhance learning in the time and is consistently well-
and engagement in the subject classroom. presented.
content.  The student consistently  The student can consistently be
1. Excellent
 Initiative is consistently shown to respects the views of others. relied upon to be on time.
develop their own learning.  The student consistently  The student is consistently
 Exemplary effort is consistently made. contributes very effectively in prepared with the important
 Behaviour is consistently exemplary. group activities. equipment.
 The student usually demonstrates a  The student usually enhances  Work is usually submitted on time
positive interest and engagement in learning in the classroom. and is usually well-presented.
the subject content.  The student usually respects  The student can usually be relied
2. Good  Usually initiative is shown to develop the views of others upon to be on time.
their own learning.  The student usually contributes  The student is usually prepared
 Appropriate effort is usually made. effectively in group activities. with the important equipment.
 Behaviour is usually very good.
 The student sometimes demonstrates  The student sometimes makes  Work is sometimes submitted on
a positive interest and engagement in a positive impact on learning in time and is sometimes well-
the subject content. the classroom. presented.
 Sometimes initiative is shown to  The student sometimes  The student can sometimes be
3.
develop their own learning. respects the views of others relied upon to be on time.
Inconsistent
 Appropriate effort is sometimes made  The student sometimes  The student is sometimes
 Reminders of behaviour expectations contributes effectively in group prepared with the important
are sometimes required. activities. equipment.

 The student is rarely engaged with the  The student rarely contributes  Work is rarely submitted on time
subject content and requires frequent to learning in the classroom. and is rarely well presented.
reminders to engage in learning.  The student rarely shows  The student rarely arrives on time
 Initiative is rarely shown to develop respect for others. to lesson.
4. Cause for their own learning.  The student requires frequent  The student is rarely prepared with
Concern  The student rarely demonstrates monitoring by the teacher to the important equipment.
appropriate effort. stay on task during group
 Reminders of behaviour expectations activities.
are required frequently.

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