rubricparticipation

Grading Rubric for Class Discussion

Class participation as a component of grading is based on several important ideas:

to practice reflective thinking you must take the risk of sharing your perceptions and interpretations and receive feedback from others on their soundness;

a manager (or anyone else in a work setting for that matter) must develop and refine communication skills;

we construct knowledge and learn from each other, and if you don't speak, others don't learn from you--and vice versa;

the evaluation of your performance is based on what can be demonstrated and observed-- you need to show what you know;

the more noticeable you make yourself (in good ways of course), the more memorable you are to others when they are trying to recall things about you.

Factor Unacceptable Acceptable Desired

Frequency of participation does not contribute or alternately dominates discussion Irregularly participates initiates questions and comments

Relevance & value tangential or pedantic Contributes on portions or segments, but misses the big picture comments are pertinent to topic and add important facts and perspectives

Rhetoric argues opinion or emotion without evidence Provides weak or inconsistent evidence or reasoning gives evidence supporting assertions, argues logically, gives examples

Inclusion does not mention others or further develop ideas previously discussed Implies contributions of others and bases argument on previous contributions builds on and relates to points made by other contributors, summarizes, contrasts, harmonizes, etc.

Articulation mispronunciation, poor use of words, poorly organized ideas Uses jargon, common expressions rather than appropriate technical terms clear and organized use of language, expresses ideas fluently, visual supplements

Presentation Speaks too softly for all to hear, addresses only the instructor, monotone, upspeak, mannerisms Inconsistent in presentation, needs reminding, variable style eye contact, address all of class, audible volume, interest & inflection in voice

Vocabulary Uses cliche's, mundane vocabulary, uses terms incorrectly Inconsistent in use of proper terms demonstrates knowledge and accurate use of terms

Receptive defensive, demeans others' comments, talks over them, or disregards feedback Is respectful and listens, but does not apply feedback accurately listens to and considers feedback from others

Preparation makes spontaneous but uninformed comments Comments are informed but lack completeness of comprehensive preparation has read assigned material and relates comments to it

Originality/creativity restatement of readings or comments already offered Unconventional ideas but may not be well thought out or practical presents novel view, different perspective, original approaches

Factor	Unacceptable	Acceptable	Desired
Frequency of participation	does not contribute or alternately dominates discussion	Irregularly participates	initiates questions and comments
Relevance & value	tangential or pedantic	Contributes on portions or segments, but misses the big picture	comments are pertinent to topic and add important facts and perspectives
Rhetoric	argues opinion or emotion without evidence	Provides weak or inconsistent evidence or reasoning	gives evidence supporting assertions, argues logically, gives examples
Inclusion	does not mention others or further develop ideas previously discussed	Implies contributions of others and bases argument on previous contributions	builds on and relates to points made by other contributors, summarizes, contrasts, harmonizes, etc.
Articulation	mispronunciation, poor use of words, poorly organized ideas	Uses jargon, common expressions rather than appropriate technical terms	clear and organized use of language, expresses ideas fluently, visual supplements
Presentation	Speaks too softly for all to hear, addresses only the instructor, monotone, upspeak, mannerisms	Inconsistent in presentation, needs reminding, variable style	eye contact, address all of class, audible volume, interest & inflection in voice
Vocabulary	Uses cliche's, mundane vocabulary, uses terms incorrectly	Inconsistent in use of proper terms	demonstrates knowledge and accurate use of terms
Receptive	defensive, demeans others' comments, talks over them, or disregards feedback	Is respectful and listens, but does not apply feedback	accurately listens to and considers feedback from others
Preparation	makes spontaneous but uninformed comments	Comments are informed but lack completeness of comprehensive preparation	has read assigned material and relates comments to it
Originality/creativity	restatement of readings or comments already offered	Unconventional ideas but may not be well thought out or practical	presents novel view, different perspective, original approaches