PART I.

Scale: V. ATTENDANCE AND PUNCTUALITY

1 – Never
2 – Rarely 1 2 3 4 5
3 – Sometimes I am present in class consistently.
4 – Often I attend full class sessions without
5 – Always leaving early.
I arrive to class on time.
I. VERBAL ENGAGEMENT I return from breaks promptly (if
applicable).
1 2 3 4 5 I submit assignments or tasks by the
I ask questions when I need deadline.
clarification or further understanding. I come to class prepared with all
I actively contribute to group necessary materials.
discussions. I maintain a consistent presence in
I volunteer to answer questions posed both physical and online sessions.
by the teacher. I checked schedules and deadlines
I initiate academic conversations with proactively.
classmates or the teacher.
I give constructive feedback during
class discussions. PART II.
I offer new ideas or perspectives
during discussions. Scale:
I speak confidently in front of the 1 – Strongly Disagree
class. 2 – Disagree
I ask follow-up questions to deepen 3 – Neutral
understanding. 4 – Agree
5 – Strongly Agree

II. BEHAVIORAL INVOLVEMENT I. PERFORMANCE IN ASSESSMENTS

1 2 3 4 5 1 2 3 4 5
I stay focused and on-task during I consistently perform well on
class activities. periodic quizzes.
I follow classroom rules and I usually rank in the top percentile or
instructions. quartile of the class.
I avoid off-task behaviors such as My answers in multiple-choice exams
using my phone or chatting. are mostly accurate.
I actively engage in hands-on learning I do well in oral or performance-based
tasks. tests.
I persist in completing tasks even I meet or exceed the benchmarks set
when they are difficult. for exams.
I stay seated and attentive during the I understand the format and
whole class session, expectations of assessments.
I demonstrate self-discipline in I feel confident when taking tests and
maintaining classroom behavior. quizzes.
I respond appropriately to teacher I rarely fail in any type of classroom
prompts and questions. test.
I follow directions as soon as they are I receive positive feedback on my test
given. performances.
I adjust my behavior based on I am able to finish exams within the
feedback or corrections. allotted time.
I engage in meaningful back-and-
forth discussions when appropriate.
I acknowledge and respond to input II. ASSIGNMENT AND PROJECT QUALITY
from my peers during discussions.
1 2 3 4 5
I complete and submit all assignments
III. COLLABORATIVE BEHAVIOR by the deadline.
I put creative effort into my project
1 2 3 4 5 outputs.
I am willing to work in pairs or My assignments are thorough and
groups. cover all requirements.
I share materials and ideas with my My written outputs are well-organized
peers. and structured.
I respect others' opinions during I ensure all my submissions align with
group work. the lesson objectives.
I help peers understand tasks or I use references and evidence to
academic content. support my written work.
I contribute fairly to group My instructors give high ratings on
assignments. my project work.
I listen actively when others are I use feedback to improve future
speaking. assignments.
I stay focused on group goals during I collaborate effectively when
collaboration. working on group projects.
I contribute equally during group My assignments reflect a strong
assignments. understanding of the topic.
I help my classmates understand
difficult concepts.
III. COURSE GRADES OR GPA I self-correct my behavior without reminders from
the teacher.
1 2 3 4 5
I receive high final grades in most of
my subjects. I maintain eye contact and positive posture during
My average grade or GPA is above lessons.
the school’s standard.
I have shown consistent improvement
in my grades.
I rotate roles fairly when working in group settings.
I do not have failing grades in my
report card. I motivate my group members to finish tasks on time.
I belong to the honor roll or receive
academic awards. I compromise when there are differing opinions in a
I track my own academic
performance regularly. group.
My grades reflect the effort I put into
schoolwork. I offer help even if it's outside my assigned group
I understand how grading systems role.
work in my school.
I set academic goals and work to meet
them each term. I remain respectful even when disagreements arise in
I seek help when I struggle with a groups.
subject.
I notify the teacher in advance if I will be absent.
IV. LEARNING PROGRESS
I review missed lessons after an absence.
1 2 3 4 5
My post-test scores show I adjust my personal schedule to prioritize class
improvement from pre-tests. attendance.
I am developing skills at the expected
curriculum pace.
I can complete more complex I arrive early to prepare before class starts.
academic tasks now than before.
I retain and apply concepts I’ve I catch up quickly after returning from an absence.
previously learned.
I recognize my academic growth I reflect on my test results to identify areas of
through reflections or journals.
I notice progress in my ability to improvement.
understand difficult content.
I adapt well to new or advanced I prepare thoroughly for upcoming quizzes and tests.
learning material.
I can explain learned concepts to I stay calm and composed during assessments.
others effectively.
I feel more confident in my academic
abilities over time. I double-check my answers before submitting a test.
I strive to continue learning even
outside the classroom. I ask for clarification when unsure about exam
instructions.

I edit and proofread my work before submission.

I share relevant experiences that connect to the
I incorporate teacher feedback into future
lesson topic.
assignments.
I encourage my classmates to participate in
I use visuals or multimedia when appropriate in my
discussions.
projects.
I clarify classmates’ misunderstandings through
I meet the required format and length for written
discussion.
outputs.
I paraphrase or summarize points made by others
I participate in brainstorming when working on
during discussions.
group projects.
I express disagreement respectfully in classroom
I compare my grades against personal academic
conversations.
goals.
I stay mentally engaged even during long lectures.
I celebrate small wins related to grade
I take notes consistently during class sessions. improvements.

I resist temptations to procrastinate during I reflect on low grades to determine what went
classroom tasks. wrong.

I seek feedback on how to improve my scores.

I use my GPA to track long-term academic
performance.

I review past lessons regularly to reinforce learning.

I monitor my academic habits for signs of progress.

I set specific goals to improve weak subject areas.

I adapt study strategies when current ones aren’t

effective.

I relate new concepts to things I’ve already learned.