SAMPLE #3 PARTICIPATION RUBRIC CRITERIA EXCELLENT A ABOVE AVERAGE B AVERAGE C FAIR D UNSATISFACTORY F DISCUSSION Contributes to almost class discussion Contributes frequently to class discussion Contributes to discussion regularly but without own insights Offers opinions without making connections to readings Makes limited to no contribution to class discussion Poses questions and makes comments consistently questions and makes comments somewhat consistently Poses questions and makes comments inconsistently Poses few, if any, questions Does not pose questions READINGS Is fully familiar with assigned readings Is usually familiar with assigned readings Demonstrates knowledge and comprehension of concepts in assigned readings Insufficiently demonstrates having read the assigned readings Does not demonstrate having read the assigned readings at all Is familiar with optional readings Is familiar with some optional readings Displays limited evidence of any familiarity with optional readings Displays no evidence of familiarity with optional readings Displays no evidence of familiarity with optional readings Reflects on issues Exhibits some evidence of reflection on issues Exhibits limited evidence of reflection on issues Rarely exhibits evidence of reflection on issues Exhibits no evidence of reflection on issues Makes connections between readings and practicum experience some connections between readings and practicum experience Makes very few connections between concepts and practicum experience Makes no connections between concepts and practicum experience Makes no connections between concepts and practicum experience COMPLETION OF ASSIGNMENTS Completes and submits all assignments punctually Completes and submits almost all assignments punctually Completes and submits the majority of in-class assignments Completes and submits few in-class assignments Does not complete assignments C. Froese Klassen (2015)
SAMPLE #4 The following rubric sets out the criteria upon which you will be evaluated: A guide to grading your class participation. A+ A B C D F Actively supports, engages and listens to peers (ongoing) Actively supports, engages and listens to peers (ongoing) Makes a sincere effort to interact with peers (ongoing) Limited interaction with peers Virtually no interaction with peers No interaction with Arrives fully prepared at every session Arrives fully prepared at almost every session Arrives mostly, if not prepared (ongoing) Preparation, and therefore of participation, are both inconsistent Rarely prepared Never prepared Plays an active role in discussions (ongoing) Plays an active role in discussions (ongoing) Participates constructively in discussions (ongoing) When prepared, participates constructively in discussions Rarely participates; comments are generally vague or drawn from outside the assigned material participates Comments advance the level and depth of the dialogue (consistently) Comments occasionally advance the level and depth of the dialogue Makes relevant comments based on the assigned material (ongoing) And makes relevant comments based on the assigned material Demonstrates a noticeable lack of interest in the material (on occasion) Demonstrates a noticeable lack of interest in the material (on-going) Group dynamic and level of discussion are consistently better because of the student’s presence dynamic and level of discussion are often better because of the student’s presence Group dynamic and level of discussion are occasionally better (never worse) because of the student’s presence dynamic and level of discussion are not affected by the student’s presence Group dynamic and level of discussion are harmed by the student’s presence Group dynamic and level of discussion are significantly harmed by the student’s presence Chapnick, A. (2005). A Participation Rubric, The Teaching Professor, Volume 19, 3: p. 4. Madison, WI: Publications. Note: Permission to distribute this rubric was granted by the author, Adam Chapnick. SAMPLE #5: Discussion Participation Rubric
5 4 3 2 1 0 INTERACTION Actively supports, engages and listens to peers Actively supports, engages and listens to (on most occasions) a sincere effort to interact with peers (on-going) Limited interaction with peers Virtually no interaction with No interaction with PREPAREDNESS Arrives fully prepared at every session Arrives fully prepared at almost every session Arrives mostly, if not fully, prepared (on-going) Preparation is inconsistent Rarely prepared Never prepared PARTICIPATION Plays an active role in discussions (on-going) Plays an active role in discussions (on most occasions) Participates constructively in discussions (on-going) When prepared, participates constructively in discussions Rarely participates Never participates COMPREHENSION Comments advance the level and depth of the dialogue (consistently) Comments occasionally advance the level and depth of the dialogue relevant comments based on the assigned material When prepared, makes relevant comments based on the assigned material Demonstrates a noticeable lack of interest in the material (on occasion) Demonstrates a noticeable lack of interest in the material (on-going) GROUP DYNAMIC dynamic and level of discussion are consistently better because of dynamic and level of discussion are often better because of the Group dynamic and level of discussion are occasionally better (never worse) because of Group dynamic and level of discussion are not affected by the student’s presence Group dynamic and level of discussion are harmed by the student’s presence dynamic and level of discussion are significantly harmed by the student’s presence