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Discussion Forum On-line Rubric 
Discussion Forum On-line Rubric
The Discussion Forum is to be based on the research done prior to the discussion. It should be student guided and professionally conducted with respectful attitudes, even through addressing differing opinions. This is a professional forum and should be treated as such. Be sure to use proper grammar and punctuation. The initial post is expected one week after the forum question is posted.
Rubric Code: BX3BC52
By mayerms
Ready to use
Public Rubric
Subject: Computers  
Type: Project  
Grade Levels: Undergraduate

Powered by iRubric Online Discussion Rubric
  Exceptional Competency

10 pts

Proficient Competency

8 pts

Competency

7 pts

Underacheived Competency

0 pts

Initial Assignment Posting

Explores, explains, expands upon the issue being discussed. Uses text and experience to discuss subject matter. Demonstrates analysis on various levels other than the personal.
Exceptional Competency

Posts well developed assignment that fully addresses and develops all aspects of the task.
Proficient Competency

Posts well developed assignment that addresses all aspects of the task; lacks full development of concepts.
Competency

Posts adequate assignment with superficial thought and preparation; doesn’t address all aspects of the task.
Underacheived Competency

Posts no assignment.
Follow-Up Postings

Promotes interaction and asks engaging questions or makes debatable remarks.
Exceptional Competency

Demonstrates analysis of others’ posts; extends meaningful discussion by building on previous posts.
Proficient Competency

Elaborates on an existing posting with further comment or observation.
Competency

Posts shallow contribution to discussion (e.g., agrees or disagrees); does not enrich discussion.
Underacheived Competency

Posts no follow-up responses to others.
Timeliness

Timeliness of discussion contributions
Exceptional Competency

Comments consistently and logically distributed throughout the discussion. Participates 4-5 times throughout the week.
Proficient Competency

Comments distributed throughout the discussion. Participates 3-4 times but postings not distributed throughout week.
Competency

Comments neither distributed nor concentrated throughout the discussion. Participates 1-2 times on the same day.
Underacheived Competency

Participates not at all.
Content Contribution

Quantity of contributions
Exceptional Competency

Posts factually correct, reflective and substantive contribution;
advances discussion.
Proficient Competency

Posts information that is factually correct; lacks full development of concept or thought.
Competency

Repeats but does not add substantive information to the discussion.
Underacheived Competency

Posts information that is off-topic, incorrect, or irrelevant to discussion.
References and Support

Incorporates readings, research, and personal experiences
Exceptional Competency

Uses references to readings, research, or personal experience to support comments.
Proficient Competency

Incorporates some references from readings, research, and personal experience.
Competency

Uses personal experience, but no references to readings or research.
Underacheived Competency

Includes no references or supporting experience.
Professionalism

Adherence to grammar conventions and respectful interactions.
Exceptional Competency

Contributes to discussion with clear, concise comments formatted in an easy to read style that is free of grammatical or spelling errors. No unprofessional comments or behaviors
Proficient Competency

Contributes valuable information to discussion with minor clarity or mechanics errors. Less than two grammar errors no unprofessional comments or behaviors
Competency

Communicates in friendly, courteous and helpful manner with some errors in clarity or mechanics. Less than 5 grammar errors, no unprofessional comments or behaviors
Underacheived Competency

Posts long, unorganized or rude content that may contain multiple errors or may be inappropriate. Unprofessional comment or behavior.



Keywords:
  • discussions online



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