Grading Rubric for Class Discussion
Class participation as a component of grading is based on several important ideas:
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
argues opinion or emotion without evidence Provides weak or inconsistent evidence or reasoning gives evidence supporting assertions, argues logically, gives examples
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.
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
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
Uses cliche's, mundane vocabulary, uses terms incorrectly Inconsistent in use of proper terms demonstrates knowledge and accurate use of terms
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
makes spontaneous but uninformed comments Comments are informed but lack completeness of comprehensive preparation has read assigned material and relates comments to it
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