iRubric: Riding a bike rubric

Student can fit a bike correctly on their own, using the following characteristics;
Straddle the bike with 3” between the rider and the top tube;
Adjust the saddle height so that the knee has a slight bend when the pedal is in position;
Knees are not bent so much that pedaling is inefficient;
Student does not rock when pedaling;
Seat has a least 3” in the seat tube or is not higher than the mark on the post;
Seat is lined up with the top tube;
Saddle is level;
Seat is closed and tight.

Student can fit a bike with little help from a teacher:
Straddle the bike with 3” between the rider and the top tube;
Adjust the saddle height so that the knee has a slight bend when the pedal is in position;
Knees are not bent so much that pedaling is inefficient;
Student does not rock when pedaling;
Seat has a least 3” in the seat tube or is not higher than the mark on the post;
Seat is lined up with the top tube;
Saddle is level;
Seat is closed and tight.

Student has difficulty fitting bike correctly, requiring help from a teacher;
Straddle the bike with 3” between the rider and the top tube;
Adjust the saddle height so that the knee has a slight bend when the pedal is in position;
Knees are not bent so much that pedaling is inefficient;
Student does not rock when pedaling;
Seat has a least 3” in the seat tube or is not higher than the mark on the post;
Seat is lined up with the top tube;
Saddle is level;
Seat is closed and tight.

Student has difficulty fitting bike correctly, needing a significant amount of help in the process;
The student fails to understand the process of fitting a bike.
Assess the performance of social behavior for each student using the following rubric

Student has excellent balance
when pedaling and coasting, even when riding very slowly;
Student can maintain balance
riding in tight turns at a slower speed;
Student may be able to attempt a track stand for up to a few
seconds.

Student is able to balance in nearly all situations when pedaling and coasting; Student is able to balance at slower speeds, but may have difficulty maintaining balance during tight turns at slow speeds.

Student can pedal and maintain
balance, but may at times be wobbly or weave some, as he
loses and regains balance without putting down a foot;
Student may not be able to ride slowly and maintain balance.

Student is unable to balance on 2 wheels for any length of time when pedaling; Student can
balance when pushing on the
ground with feet and/or may still be
using training wheels.

Student is able to
maintain a straight
line while riding
alone and in a line of
riders, without
passing or
overlapping wheels
(maintaining
appropriate safe
distance);
Student can stop and
maintain a safe
distance from the
cyclist in front.

Student is able to
maintain a straight
line while riding
alone and in a line of
riders, but
sometimes has
difficulty in not
overlapping wheels
with the rider in
front;
Student can stop
safely without
touching wheels, but
may overlap wheels
with the rider in
front.

Student can maintain a straight
line for a short distance before
weaving; Student has difficulty
riding in a straight line with other riders and often overlaps
wheels; Student has difficulty
stopping without running into (or
nearly running into) other riders

Student is unable to maintain a
straight line while riding, and is
unable to safely ride in a straight
line with other riders

Student has her fingers ready to
brake; Student is standing
with pedals in correct position (9
o’clock & 3 o’clock) and has her body weight distributed over the back of the bike; Student is able to maintain some flexibility as she rides in this position, so as to give with the terrain /bump in the road (e.g., railroad

Student has her fingers ready to
brake, is standing in the correct position (9 o’clock & 3 o’clock), but may be unable to position
weight over the back tire;
Student may still ride in a rigid position, instead of being more flexible.

Student may not have her fingers ready to brake; Student can move her pedals into the
correct position (9 o’clock & 3 o’clock), but may be unable to stand; If student does stand, she may be unable to position
weight over the rear wheel; Student does have her fingers ready to brake.

Student doesn’t have her fingers (if applicable) ready to brake; Student does not understand the Ready Position; Student cannot move the pedals to the correct position (9 o’clock & 3 o’clock); Student’s weight is
not positioned toward the back of the bike, and she is unable to stand.

Student has no difficulty signaling and uses the correct signals
appropriately; Student signals prior
to a turn, and then replaces his hand to make the turn.

Student is able to signal appropriately and replace his hand for turning; Student may weave just slightly when signaling, but regains
control of the bike quickly, even with one hand.

Student may have difficulty
remembering which signal to use at the appropriate time;
Student may be uncomfortable riding with one hand when
signaling, and may weave when
signaling

Student is unable to ride with one hand and signal, so
he must stop, signal, then restart; Student may not
understand the need to signal
and/or be able to differentiate
signals