Behavioral Characteristics Rating Scale for teachers and parents by cuiliqing


									                             MOSCOW SCHOOL DISTRICT #281
                         Rating Scale for Teachers and Parents: Required for Programming Consideration

   Student's Name _____________________________________ School _________________ Grade ________

   Person Completing this form ________________________________________                                     Date _________

   Based on your observations, please check the column that is the most accurate description of this student. Remember, these items
   include a wide range of possible characteristics; no one is expected to frequently or always do all of them. Thank you.

   Please rate each each item as occurring: Seldom, Occasionally, Frequently, or Almost Always.

                                                                                                                                                                 Almost Always


 1 Has a ready grasp of underlying principles and can quickly make valid generalizations about events, people or
   things; looks for similarities and differences in events, people and things.
 2 Has quick mastery and recall of factual information.
 3 Has rapid insight into cause-effect relationships.
 4 Has unusually advanced vocabulary for age or grade level; uses terms in a meaningful way; has verbal behavior
   characterized by "richness" of expression, elaboration and fluency.
 5 Is a keen and alert observer; usually "sees more" or "gets more" out of a story, film, etc. than others.
 6 Is good at games of strategy where it is necessary to anticipate several moves ahead.
 7 Possesses a large storehouse of information about a variety of topics (beyond the usual interests of children his or
   her age).
 8 Reads a great deal on his or her own; usually prefers adult level books; does not avoid difficult material; may show
   a preference for biography, autobiography, encyclopedias, and atlases.
 9 Tries to discover the how and why of things; asks many provocative questions (as distinct from informational or
   factual questions); wants to know what makes things or people "tick."
10 Tries to understand complicated material by separating it into its respective parts; reasons things out for himself or
   herself; sees logical common sense answers.
11 Becomes absorbed and truly involved in certain topics or problems; is persistent in seeking task completion. (It is
   sometimes difficult to get him or her to move on to another topic.)
12 Desire for perfection produces anxiety and/or interferes with task performance.
13 Is easily bored with routine tasks.
14 Is interested in many "adult" problems such as religion, politics, sex, race - more than usual for age level.
15 Is quite concerned with right and wrong, good and bad; often evaluates and passes judgment on events, people, and
16 Likes to organize and bring structure to things, people and situations.
17 Needs little external motivation to follow through in work that initially excites him or her.
18 Often is assertive (sometimes even aggressive); stubborn in his or her beliefs.
19 Prefers to work independently; requires little direction from teachers.
20 Strives toward perfection; is self-critical; is not easily satisfied with his or her own speed or products.
21 Determines what information or resources are necessary for accomplishing a task.
22 Grasps the relationship of individual steps to the whole process.
23 Arranges steps of a project in a sensible order or time sequence.
24 Allows time to execute all steps involved in a process.
25 Foresees consequences or effects of actions.
26 Organizes his or her work well; establishes priorities.
27 Recognizes the various alternative methods for accomplishing a goal.
28 Can pinpoint where areas of difficulty might arise in a procedure or activity.
29 Shows awareness of limitations relating to time, space, materials, and abilities when working on group or
   individual projects.
30 Can provide details that contribute to the development of a plan or procedure.
31 Criticizes constructively; is unwilling to accept authoritarian pronouncements without critical examination.
32 Displays a good deal of intellectual playfulness; fantasizes; imagines ("I wonder what would happen if…");
   manipulates ideas (i.e. changes, elaborates upon them).
                                                                                                                                                                              Almost Always

33 Displays a great deal of curiosity about many things; is constantly asking questions about anything and everything.
34 Displays a keen sense of humor and sees humor in situations that may not appear to be humorous to others.
35 Generates a large number of ideas or solutions to problems and questions; often offers unusual ("way out"), unique,
   clever responses.
36 Identifies relationships between unrelated ideas or events.
37 Is a high risk taker; is adventurous and speculative.
38 Is sensitive to beauty; attends to aesthetic characteristics of things.
39 Nonconforming; accepts disorder; is individualistic; does not fear being different.
40 Plays with language; creates puns, riddles, poems.
41 Can express self well; has good verbal facility and is usually well understood.
42 Carries responsibility well; can be counted on to follow through on commitments.
43 Is confident with children his or her own age as well as adults; seems comfortable when asked to share work or
   thoughts with classmates.
   Is cooperative with teachers and classmates; tends to avoid bickering and is generally easy to get along with.
45 Participates in most social activities connected with school.
46 Seems to be well liked by his or her classmates.
47 Seems to enjoy being around other people; is sociable.
48 Usually directs activities in which he or she is involved.
49 Adapts readily to new situations; is flexible in thought and action and does not seem disturbed when the normal
   routine is changed.
50 Sees alternative ways to distribute work or assign people to accomplish a task.

   Describe other learning characteristics which seem very superior and would especially faciltate this student's progress in
   challenging activities:

   Describe any learning difficulties the student might have in particular areas:

   Describe any examples of the student's creative productivity:

   Describe any other information that would be helpful in planning an appropriate educational program:

   Describe your child as you see him/her:

   Other Comments:

                               This form is to be attached to any other assessment results and is to be placed in the cumulative file.

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